Author Archives: Kayla Jury

Elementary Science—Best Practices for All Students

Envision a room filled with noise, excited whispers, and students shouting across tables. Piles of tinfoil, plastic cups, scissors, string, and tape are scattered around the room. Paper, pencils, and notebooks filled with sketches are strewn across groups of desks. The lingering scent of melting chocolate pervades the room, as does an electric feeling of […]

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Contemporary Instructional Approaches to Promote STEM Learning for English Learners

The release of the report English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives (shortened to “the report” hereafter) (NASEM 2018) is timely, as three emerging forces shape the changing landscape of K–12 science education. First, demographics of the nation’s student population are rapidly changing, including the fast-growing subpopulation of English Learners (ELs). Second, […]

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Using Social Media and Technology to Encourage Students’ Evidence-Based Discussions

Teachers often aspire to help their students become more involved in a community of practice. In my classroom, members of the community are my students, as well as students in other classrooms and professional scientists. In this blog post, I will show how using science and engineering practices with technology can give students the tools […]

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How Teachers Can Use Technology to Support 3-D Teaching and Learning

Three-dimensional (3-D) teaching and learning integrates the use of science practices, crosscutting concepts, and core science ideas to help students make sense of the world. From a teaching perspective, learning progressions promote the use of science practices to develop understanding of crosscutting concepts and core science ideas that can be used to explain natural phenomena. […]

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Using Collaborative Educational Technology Tools in Science

Science literacy is critical for our students. We need them to understand why it is important for them to do activities, such as composting. In fifth grade, one of the goals for students is to obtain information about, evaluate, and communicate how individual communities use scientific ideas to protect Earth’s resources. Using a combination of […]

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Ed News: NGSS Science Promotes Phenomena-Based Learning

This week in education news: California gears up for tests on their new science standards; an in-depth look at how Next Generation Science Standards promote phenomena based learning; OpenSciEd’s work to create curriculum aligned with the NGSS; and the movie “Black Panther” broke additional ground in a way most people may not realize–in the comics, […]

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Preparing Future Teachers to Put Investigation and Design at the Center of Their Classrooms

The recently released report Science and Engineering in Grades 6–12: Investigation and Design at the Center makes a strong statement right in the title: engaging students in scientific investigations and engineering design should be the core of what teachers do in their classrooms. Other blog posts have described how investigation engages students in doing science […]

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Using Discourse With High School Science Students

High school students love to talk. Covering topics from music to memes, the hallway conversations are always lively. But when students enter the classroom, they suddenly have nothing to say. I believe it’s because students don’t know how to talk science. Recently, I have analyzed productive discourse among students, and what I have found confirms […]

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One District’s Path to Improving Student Discourse

If you’ve spent any time exploring the shifts in NGSS instructional practices you will understand the call for “less sage on the stage and more guide on the side.” While such a metaphor can be applied to a variety of science classroom settings, one that first comes to mind is the role of students and […]

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Science Class: A Place Where Children Should Be Seen and Heard

I recently observed a lesson about how shadows change throughout the day, and I was fascinated by the amount of time the teacher and the class took to listen to and watch one another as they discussed the data. The careful structuring of time for analyzing data in small- and whole-group discussions gave students confidence […]

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