Tag Archives: NGSS

Adding More STEM to the School Day






Schools seeking to enhance students’ learning of science, technology, engineering, and math (STEM) are adopting in-school STEM enrichment programs that reach student populations in need of additional learning opportunities, connect students with scientists, and/or provide more challenging curriculum.

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Prepare your students for next year’s eclipse with Solar Science






Great extras accompany this book, including safety glasses for viewing the eclipse and an Observer’s Guide to the All-American Total Solar Eclipse. “On Monday, August 21, 2017, a total eclipse of the Sun will be visible in the continental United States for the first time in almost 40 years. A total eclipse is when the […]

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NSTA’s K-12 February 2016 Science Education Journals Online






Looking to take advantage of the creative approaches that STEAM offers students? Want to explain to your students how traits are passed down from one generation to another? Are your students fascinated with nanoscience? The February K–12 journals from the National Science Teachers Association (NSTA) have the answers you need. Written by science teachers for […]

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Teacher Professional Learning: Transforming Teacher Practice






I encourage STEM educators (and administrators) across the U.S. to read and understand Science Teachers’ Learning: Enhancing Opportunities, Creating Supportive Contexts, a terrific report just released by the National Academies of Science (NAS), Engineering and Medicine. The National Academy report illuminates practical recommendations and lays out the supportive environment and professional learning experiences teachers need […]

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More Than 200 Vetted Classroom Resources on the NGSS@NSTA Hub






With the creation of the Next Generation Science Standards (NGSS) came the question of “What does NGSS-based instruction look like in my classroom, and where will I find the instructional resources for teaching the new standards?” So NSTA put out a call and pulled together a group of 55 educators, myself included, called NGSS@NSTA Curators. […]

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Constructivist theory and its use in the Next Generation Science Standards






The people involved with the Next Generation Science Standards (NGSS) have indicated that they did not plan to “mess” with teaching goals, professional development of teachers, and the ways teachers teach which were used as headings in the 1996 National Science Education  Standards (NSES).  But the National Governors Association has called for improving “training” of […]

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Ideas and info from NSTA’s November K-12 journals






Each of the K-12 journals this month includes Three-Dimensional Instruction: Using a New Type of Teaching in the Science Classroom with suggestions on how to integrate Disciplinary Core Ideas, Science and Engineering Practices, and CroEarath ss-Cutting Concepts into our teaching. “None of the dimensions can be used in isolation; they work together so that students […]

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#NSTA Social Scene: October 3, 2015






What are science teachers doing in social media this week? Here’s our top 10 favorites! #1 SHARKTOBER Is there a better time of year than #Sharktober? We don’t think so! #EarthIsBlue (Photo: @sharkstewards) pic.twitter.com/a2iIsQUF43 — Sanctuaries (NOAA) (@sanctuaries) October 3, 2015 #2 Science Teachers Rock! Keynote @ainissaramirez reminding science teachers that their power is to […]

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Meeting the Demand for Future STEM Teachers






The University of Virginia (U.Va.) made headlines in August when it announced its new five-year, undergraduate dual-degree program that will allow students to earn a bachelor’s degree in engineering and a master’s degree in teaching. U.Va. joins other universities around the country in offering these programs to meet the demand for science, technology, engineering, and math (STEM) teachers.






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The TOMODACHI Experience






Over the course of a day, 350 million photos are uploaded to Facebook. 6,000 Tweets are sent each second, and young adults send or receive about 100 texts per day (hopefully not all of them during class time!). Together, this creates 2.5 quintillion bytes of data—so much that 90% of the data in the world […]

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