Exceptional Science Teaching

COFFEE_KLATCH · Invited

Abstract

What kind of teaching is indicative of an exceptional practice? In this secondary science teacher workshop, participants will explore and consider an array of standards based instructional strategies designed to foster specific types of student learning outcomes. Using a backward design approach, first the goals of science learning will be identified and then the best strategies for achieving those goals will be described. Finally, policies and practices that promote (or stifle) exceptional science teaching will be discussed. Specific examples of classroom teaching will be shared throughout to illustrate the concepts addressed.

–

Authors

  • Richard D. Averitt

    Trinity College, Department of Physics, Joint appointment in Teacher Education, Wright State University, Graduate School of Education, University of Massachusetts Lowell, Littleton High School, Department of Physics, Boston College, Department of Physics and Applied Physics, University of Massachusetts Lowell, North Carolina State University, University of Massachusetts at Lowell, University of Massachusetts Lowell, Harvard Medical School, Massachusetts General Hospital, Boston, MA, Harvard University, Department of Chemistry University of Massachusetts Amherst, Center for Advanced Materials and Department of Plastics Engineering University of Massachusetts Lowell, Center for Advanced Materials and Department of Physics and Applied Physics University of Massachusetts Lowell, RMD Inc., Watertown MA, UMass Lowell, Lowell MA, Radiation Monitoring Devices Inc., Watertown, MA, USA, University of Massachusetts, Lowell, MA, USA, Argonne National Laboratory, Argonne, IL, USA, ANL, IL, UMass Lowell, Brown University / Department of Chemistry, Sciprint.org, Physics Department, LESIMS Laboratory, Badji Mokhtar University, 23000 Annaba, Algeria, Department of Materials Science and Engineering, Massachusetts Institute of Technology, Physics Department, Boston University