January/February 2018 – Vol. 31 No. 2

New School-Year Science Resolutions: My Top Five List

Posted: Wednesday, September 1st, 2010

by Michelle French

At the end of the last school year, I sat in my first grade classroom, stared at the empty walls, and reflected upon the year.  That time of quiet and uninterrupted peace also allowed me to start dreaming of what my classroom environment and curriculum will look like next year.   As I looked at the wall that displays my students’ work in science, I began thinking about how I could build upon what I did in science this year and make next year even better. So, I narrowed down the five areas where I felt I could use some rejuvenation, research, and refinement.  I thought that perhaps my “Top Five List” of science resolutions might be helpful to others as we start off a new year.

1) Ensure that my classroom environment is a safe place for children to ask questions, take risks, and learn from each other …  not just from me.  Last year, I went over basic classroom survival rules right off the bat: take turns and share, clean-up after yourself, keep all parts of our bodies to ourselves, etc.  This year, in addition to those rules, I would like explore norms for discussion from the start.  I delayed introducing norms for discussion last year, and I felt like I was playing catch-up the rest of the year.  Ready, Set, SCIENCE!  Putting Research to Work in K-8 Science Classrooms (2008) by the National Research Council states, “Proficiency in science entails skillful participation in a scientific community in the classroom and mastery of productive ways of representing ideas, using scientific tools, and interacting with peers about science.”  Even children in K-2 classrooms are capable of engaging in these types of productive content-driven discussions.   By having my students engage in scientific discussions when school begins, I hope to have students understand that it is okay to respectfully disagree with each other, feel safe even if they don’t know something, and know that their peers can help them find answers to questions.

2) I will craft questions and talk stems that: engage students, allow all students to participate, and lead to higher level thinking.  As I went through our adopted science materials last year, I noted that many of the questions were designed to elicit “right there” or “yes/no” answers.  I felt that there were missed opportunities in the curriculum for asking higher level questions.  While reading through Activating & Engaging Habits of the Mind (2000), Arthur L. Costa and Bena Kallick propose that teachers should “…formulate and pose questions that intentionally challenge students’ intellect and imagination.”   They also state that the level of questions that I mentioned finding in my curriculum is important for data gathering.  The next two levels that move students forward in their metacognitive abilities are processing and then speculating, elaborating, and applying concepts.  The authors break down questions in a way that is very easy to follow. In a nutshell, they state to select:

  • First, an invitational stem
  • Next, the cognitive operation (Data Gathering; Processing; or Speculate, Elaborate, and Apply)
  • Then, chose internal content (focus on feelings/emotions, thoughts, or reactions) or external content (focus on the lesson, the event, or the other students, etc).

A sample first grade science question could be “How might we (invitational stem) compare and contrast (processing level) the goldfish and the millipede (external content)?”  Costa and Kallick have provided me a blueprint to help me as I am crafting my own questions/talk stems and analyzing existing textbook questions.

3) I will look for every opportunity to make science meaningful, relevant, and accessible for all of my students.  In Teaching with the Brain in Mind (1998) by Eric Jensen, the author states, “It’s not more content that students want; it’s meaning.”   One of my most eye-opening moments last year actually came during a social studies lesson.  A very bright, inquisitive girl asked me, “Mrs. French, why do we need to know this?”  I obviously hadn’t made the lesson meaningful for her.  Ready, Set, SCIENCE! advocates using “practical or applied problems” to engage students in using what they already know to find solutions.  So, my plan of action to accomplish this will include accessing prior knowledge, creating problems for students to work on in collaborative groups, and scaffolding the science content/process skills that will support the problem.

4) I will attend the 2010 California Science Education Conference in Sacramento, October 22-24.  I am already registered and ready to go.  The last two years I attended the CSEC, I came away excited and more prepared to teach science.  I have looked through the extensive list of workshops that are available to K-2 teachers and have picked the ones that I know will strengthen my teaching.   I also can’t wait to meet with other K-2 teachers from around the state.  This is a great opportunity to hear about what is going on in the world of science education.  The networking alone is reason to attend.

5) I will try not to be so stressed-out.   My self-imposed stress should dissipate because I am going to follow my first four resolutions.  My goal is to work smarter, not harder.  Even though my resolutions will take more time initially, I know that in the long run, time spent with my students will be much more productive.  I will have: predesigned, targeted questions; norms for discussion established early in the year; designed problems that engage and motivate my students; been rejuvenated from attending the CSEC.

I hope that my list of resolutions is helpful to other primary teachers.  If you would like to talk to me about anything I mentioned in this article or anything else that I might be able to help you with, please feel free to contact me at micfrench@sbcglobal.net.  In the subject field, please put that you are emailing me about CSTA.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

One Response

  1. Ms. French,
    Your thoughtful resolutions about the teaching of science concerning your future elementary students are also relevant to middle and high school teachers. If more teachers at all grade levels would consider your resolutions, science would be better understood by students and scientific progress in the world would expand exponentially.

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LATEST POST

California Science Test Academy for Educators

Posted: Thursday, February 15th, 2018

California Science Test Academy for Educators

To support implementation of the California Science Test (CAST), the California Department of Education is partnering with Educational Testing Service and WestEd to offer a one-day CAST Academy for local educational agency (LEA) science educators, to be presented at three locations in California from 8:30 a.m. to 3:30 p.m. As an alternative to traveling, LEA teams can participate virtually via WebEx on one of the dates listed below.

The dates and locations for the CAST Academy are as follows:

  • Monday, April 23, 2018—Sacramento
  • Wednesday, April 25, 2018—Fresno
  • Thursday, April 26, 2018—Irvine

The CAST Academy will help participants develop a deeper understanding of the assessment design and expectations of the CAST. The academy also will provide information and activities designed to assist educators in their implementation of the California Next Generation Science Standards and three-dimensional learning to help them gain an understanding of how these new science assessment item types can inform teaching and learning. The CAST Academy dates above are intended for school and district science instructional leaders, including teacher leaders, teacher trainers, and instructional coaches. Additional trainings will be offered at a later date specifically for county staff. In addition, curriculum, professional development, and assessment leaders would benefit from this training.

A $100 registration fee will be charged for each person attending the in-person training. Each virtual team participating via WebEx will be charged $100 for up to 10 participants through one access point. Each workshop will have the capacity to accommodate a maximum of 50 virtual teams. Each virtual team will need to designate a lead, who is responsible for organizing the group locally. Registration and payment must be completed online at http://www.cvent.com/d/6tqg8k.

For more information regarding the CAST Academy, please contact Elizabeth Dilke, Program Coordinator, Educational Testing Service, by phone at 916-403-2407 or by e‑mail at caasppworkshops@ets.org.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Accelerating into NGSS – A Statewide Rollout Series Now Accepting Registrations

Posted: Friday, January 19th, 2018

Are you feeling behind on the implementation of NGSS? Then Accelerating into NGSS – the Statewide Rollout event – is right for you!

WHO SHOULD ATTEND
If you have not experienced Phases 1-4 of the Statewide Rollout, or are feeling behind with the implementation of NGSS, the Accelerating Into NGSS Statewide Rollout will provide you with the greatest hits from Phases 1-4!

OVERVIEW
Accelerating Into NGSS Statewide Rollout is a two-day training geared toward grade K-12 academic coaches, administrators, curriculum leads, and teacher leaders. Check-in for the two-day rollout begins at 7:30 a.m., followed by a continental breakfast. Sessions run from 8:00 a.m. to 4:15 p.m. on Day One and from 8:00 a.m. to 3:30 p.m. on Day Two.

Cost of training is $250 per attendee. Fee includes all materials, continental breakfast, and lunch on both days. It is recommended that districts send teams of four to six, which include at least one administrator. Payment can be made by check or credit card. If paying by check, registration is NOT complete until payment has been received. All payments must be received prior to the Rollout location date you are attending. Paying by credit card secures your seat at time of registration. No purchase orders accepted. No participant cancellation refunds.

For questions or more information, please contact Amy Kennedy at akennedy@sjcoe.net or (209) 468-9027.

REGISTER

http://bit.ly/ACCELERATINGINTONGSS

DATES & LOCATIONS
MARCH 28-29, 2018
Host: San Mateo County Office of Education
Location: San Mateo County Office of Education, Redwood City

APRIL 10-11, 2018
Host: Orange County Office of Education
Location: Brandman University, Irvine

MAY 1-2, 2018
Host: Tulare County Office of Education
Location: Tulare County Office of Education, Visalia

MAY 3-4, 2018
Host: San Bernardino Superintendent of Schools
Location: West End Educational Service Center, Rancho Cucamonga

MAY 7-8, 2018
Host: Sacramento County Office of Education
Location: Sacramento County Office of Education Conference Center and David P. Meaney Education Center, Mather

JUNE 14-15, 2018
Host: Imperial County Office of Education
Location: Imperial Valley College, Imperial

Presented by the California Department of Education, California County Superintendents Educational Services Association/County Offices of Education, K-12 Alliance @WestEd, California Science Project, and the California Science Teachers Association.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

The Teaching and Learning Collaborative, Reflections from an Administrator

Posted: Friday, January 19th, 2018

by Kelly Patchen

My name is Mrs. Kelly Patchen, and I am proud to be an elementary assistant principal working in the Tracy Unified School District (TUSD) at Louis Bohn and McKinley Elementary Schools. Each of the schools I support are Title I K-5 schools with about 450 students, a diverse student population, a high percentage of English Language Learners, and students living in poverty. We’re also lucky to be part of the CA NGSS K-8 Early Implementation Initiative with the K-12 Alliance. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

2018 CSTA Conference Call for Proposals

Posted: Wednesday, January 17th, 2018

CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2018 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. Click for more information regarding proposals, or submit one today by following the links below.

Short Course Proposal

Workshop Proposal Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

CSTA’s New Administrator Facebook Group Page

Posted: Monday, January 15th, 2018

by Holly Steele

The California Science Teachers Association’s mission is to promote high-quality science education, and one of the best practice’s we use to fulfill that mission is through the use of our Facebook group pages. CSTA hosts several closed and moderated Facebook group pages for specific grade levels, (Elementary, Middle, and High School), pages for district coaches and science education faculty, and the official CSTA Facebook page. These pages serve as an online resource for teachers and coaches to exchange teaching methods, materials, staying update on science events in California and asking questions. CSTA is happy to announce the creation of a 6th group page called, California Administrators Supporting Science. Learn More…

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From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.