5 Practices for Orchestrating Productive Task-Based Discussions in Science
Jennifer Cartier; Margaret Schwan Smith; Mary Kay Stein; Danielle Ross
Language: English
Published by National Council of Teachers of Mathematics, 1845
- Softcover
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Seller: Skoob-ebooks, Pontiac, QC, CanadaSkoob-ebooks
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- Title
- 5 Practices for Orchestrating Productive Task-Based Discussions in Science
- Author
- Jennifer Cartier; Margaret Schwan Smith; Mary Kay Stein; Danielle Ross
- Publisher
- National Council of Teachers of Mathematics
- Publication year
- 1845
- Condition
- Very Good+
- Binding
- Softcover
- Language
- English
- ISBN 10
- 0873537459
- ISBN 13
- 9780873537452
Anticipate what students will do, what strategies they will use in solving a problem, monitor their work as they approach the problem in class, select students whose strategies are worth discussing in class, sequence those students’ presentations to maximise their potential to increase students’ learning, connect the strategies and ideas in a way that helps students understand the science learned.
The 5 Practices framework identifies a set of instructional practises that will help teachers achieve high-demand learning objectives by using student work as the launching point for discussions in which important scientific ideas are brought to the surface, contradictions are exposed and understandings are developed or consolidated.
"Synopsis" may belong to another edition of this title.
About the Author
Jennifer Cartier is the director of teacher education and a member of the science education faculty at the University of Pittsburgh. Her work focuses on the design and facilitation of learning contexts for pre-service and early career teachers.
Mary Kay Stein holds a joint appointment at the University of Pittsburgh as professor of learning sciences and policy and as Senior Scientist at the Learning Research and Development Center. Her research focuses on mathematics teaching and learning in classrooms and the ways in which policy and organisational conditions shape teachers’ practise.
Danielle K. Ross is a teaching fellow and doctoral candidate in science education at the School of Education of the University of Pittsburgh. Her work focuses on teacher learning and the design of learning contexts for beginning teachers. She was previously a biology and ecology teacher at Leechburg Area School District in Leechburg, Pennsylvania.
"About the title" may belong to another edition of this title.
Skoob-ebooks
Pontiac, QC, Canada
AbeBooks seller since December 13, 2024
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