Making the Transition to Three-Dimensional Teaching: An NGSS@NSTA Curator and Elementary Science Specialist Shares How to Evaluate Teaching Materials Using the EQuIP Rubric

Autor/in	O'Day, Betsy
Titel	Making the Transition to Three-Dimensional Teaching: An NGSS@NSTA Curator and Elementary Science Specialist Shares How to Evaluate Teaching Materials Using the EQuIP Rubric
Quelle	In: Science and Children, 53 (2016) 9, S.26-30 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Science Instruction; Elementary School Science; Secondary School Science; Postsecondary Education; Adult Education; Astronomy; Alignment (Education); Teaching Methods; Progress Monitoring; Academic Standards; Scoring Rubrics; Motion + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Post-secondary education; Tertiäre Bildung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Astronomie; Teaching method; Lehrmethode; Unterrichtsmethode; Scoring formulas; Auswertungsbogen; Bewegungsablauf
Abstract	Curriculum and lesson planning require the consideration of many things. With a shift to the "Next Generation Science Standards" ("NGSS"), integrating the dimensions of science and engineering practices, disciplinary core ideas, and crosscutting concepts becomes a focus of that planning. The author, Betsy O'Day, an elementary science specialist, is responsible for both fourth- and fifth-grade levels' science curriculums. After the "NGSS" were released, O'Day was given the opportunity to serve as an NGSS@NSTA curator. Curators are using the EQuIP (Educators Evaluating the Quality of Instructional Products) rubric developed by Achieve and the National Science Teachers Association (NSTA) to evaluate resources. This article shares how to evaluate teaching materials using the EQuIP rubric. The rubric has a strong focus on explaining phenomena and designing solutions to problems as well as a focus on the opportunities that the materials provide for student engagement in the practices with the core ideas and crosscutting concepts. While it is likely that only elements of dimensions may be present in a lesson, instruction should be building toward a bundle of performance expectations using an integrated, coherent three-dimensional approach. (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01