Tools and Traits of Highly
Effective Science Teachers
Presented to:
Institute for Promotion of Teaching
Science and Technology
By:
Jo Anne Vasquez, PhD
5/31/2013
1
Overview


Overview of the application of the current
science teaching and learning research
used in the MGH Science Curriculum.
Discussion around STEM teaching and
learning and examples of the application in
the MGH Science Curriculum.
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2
“Teaching is an art, a craft that is honed over time through
professional growth experiences, self-reflection, and
professional practice.”
5/31/2013
Tools and Traits, Highly Effective
Science Teachers, K-8
3
Traits of a Highly Effective
Science Teacher
Uses a
variety of
Assessment
Strategies
4
Traits of a Highly Effective
Science Teacher
Recognizes
trends in
science
teaching
Understands
the Nature
of Science
Inquiry
Uses the
5E
Instructional
Cycle
Designs
Effective
Instruction
Develops
deep
conceptual
understanding
Uses a
variety of
Assessment
Strategies
5
Highly Qualified or Highly Effective ?


Highly Qualified: Defined as those who hold at
least a bachelor’s degree, are fully licensed and
credentialed, and can demonstrate competence
in the subjects they teach.
Highly Effective: Are able to demonstrate
competence in the subjects they teach, can
envision instructional goals for their students
and draw upon their knowledge and skills to help
students achieve success.
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Highly effective teachers…
● recognize and probe for students’
preconceptions based on their everyday
experiences and intuitive notions
● understand what it means to “do science”
● provide opportunities for students to take a
metacognitive approach to learning
7
How People Learn: Brain, Mind,
Experience, and School
A.
Develop a deep foundation of factual
knowledge
B.
Understand facts and ideas in the context of a
framework, and
C.
Organize knowledge in ways that facilitate,
retrieval and application .
National Academy of Science: Bransford,
Brown, and Cocking
• What do you predict what will happen
•
•
•
•
•
•
when you blow over the top of the paper?
Try it!
Did your prediction match your test?
What do you predict will happen when you
blow between two pieces of paper?
Try it!
How are each of these activities related?
Can you draw a picture showing what is
happening?
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9
Bernoulli’s Principle
When we blow over the top of
the paper strip, we are
creating a faster moving flow
of air.
Bernoulli’s Principle states:
as the speed of a moving fluid increases, the
pressure within the fluid decreases.
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Bringing Students to an
Operational Definition!
Understands the Nature
of Science Inquiry
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13
What is ‘inquiry’ science?
“Inquiry involves activities and skills that
focus on the active search for knowledge
or understanding to satisfy curiosity.”
Rodger Bybee, National Science Standards
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