QuarkNet Workshop Best Practices

kcecire's picture
Submitted by kcecire on Thu, 02/27/2020 - 09:45
QuarkNet Fellows Group

27 February 2020

 

This document is still under review and not finalized.

 

Strategies:
Be a facilitator NOT a lecturer. 
Immerse teachers in a balance of scientific content and process.
Focus on habits of mind, real world science, depth rather than breadth.
Use methods you want teachers to use in the classroom, guided inquiry techniques.

  • Ask probing questions; provide context; provide the activities/questions/problems to solve; provide needed skill/knowledge development to ensure understanding.
  • Model effective teaching and learning practices—claims, evidence, reasoning

Provide opportunities for teachers to support their claims with evidence

  • Identify and have participants practice data collection, organization, interpretation as scientific process
  • Make explicit the data-centered activity structure from simple to complex.

Are slides really needed? 
 

Organization:
Workshop should be “student hat” before “teacher hat.”
Allow time to debrief “student hat” to inform implementation plan.
Allow time for guided implementation plan.

 

Bibliography
1993, The National Center for Improving Science Education, Profiling Teacher Development Programs, Washington, DC. [Note: developed for DOE teacher development programs]

1996, Loucks-Horsley, Susan, et al, Principles of Effective Professional Development for Mathematics and Science Education: A Synthesis of Standards, National Institute for Science Education, Madison, WI

2012, National Research Council, A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, The National Academies Press, Washington, DC