Tag Archives: classroom strategies

Outdoor Science Preconference Workshop at NSTA’s Richmond Conference This Fall

If you’ve thought about taking students outdoors to learn science, this preconference workshop in Richmond, Virginia, on Wednesday, October 15, 2014, will provide the tools you need to be successful. Teachers can expect to take part in practical, hands-on strategies correlated to the NGSS that get students engaged in active learning. Engineering practices will be [...]

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Notetaking vs notemaking

I really want to stop “giving” notes to students because it doesn’t seem like a good use of class time. They use tablets, so they can find facts easily, but I want students to actually manipulate the content and think about it. But I’m struggling a bit with letting go of the notes. Guidance or [...]

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A Picture Perfect Approach to Connecting Reading Strategies and Science

Today’s guest blogger is Kim Stilwell, an education consultant who plans and conducts professional development workshops. Kim, along with her colleague, Chris Gibler, are presenters in the August 6 NSTA Virtual Conference on Connecting Literacy and Science with NGSS and Common Core, where they will share how using Picture Perfect Science resources became part of [...]

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Making connections

One of the perks of being an NSTA member is having access to all of the journals online. Regardless of the grade level you teach, the journals have ideas that can be used, adapted, or extended for different levels of student interest and experience. In the July K-12 journals, the overarching theme seems to be [...]

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What is “Rigor”?

At the end of the year, my principal mentioned—again—that he wanted Honors Biology to be the “hardest” ninth grade course. I have tried explaining and showing that my Honors students are having different, more thought-provoking assignments, in addition to going into more depth than my general Biology classes. I think he equates rigor with students [...]

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Five Ways to Spend 15 Minutes with The Science Teacher

Americans read more words each day than ever before, but in fewer consecutive minutes. As much as we would love to spend hours reading the award-winning NSTA journal The Science Teacher from cover to cover, it does not always work out that way. Instead, focus on the information most valuable to you. Here are five [...]

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Organizing students for learning

I’m thinking ahead to how I will organize my classroom next year. Could you share some thoughts or resources? For example, should I let students choose where they sit each day or have a seating chart? Should I keep the desks separate or arrange them in groups? As a beginning teacher I want to do [...]

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Learning by thinking

At a professional development workshop several years ago, I heard a teacher say “I do lots of activities. My students are so busy, they don’t have time to think!” Her statement has haunted me to this day. I wondered what students learned by following someone else’s busy, fast-paced agenda of activities. It sounded exhausting, for [...]

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NSTA’s K-College Science Education Journals: April/May 2014 Issues Online

Science for All is the theme of our high school journal this month, but all four of NSTA’s grade-level journals are full of the types of ideas and lessons that promote a quality science education for all. This month’s K–College journals from the National Science Teachers Association have a wealth of articles on how to [...]

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Displaying Student Work

I inherited a classroom-lab from a retired teacher, and I want to replace some of the generic posters with displays of student work. One of my colleagues says this is not a good idea. She didn’t explain her reasons, but now I’m not sure what to do. —Therese, Charlotte, North Carolina I’ve worked on statewide [...]

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