Podcasts about science classroom

Recently, I had the pleasure of reading the November-December 2024 issue of “Science Scope,” a journal published by the National Science Teaching Association. Within this issue, I encountered the “From the Editor's Desk” section, authored by Patty McGinnis. Her article, titled “Reading in the Science Classroom,” provided insightful information on the science of reading. Reading plays a pivotal role in all disciplines, and science is no exception. If you are seeking reading-based strategies to incorporate into your classroom, The California Academy of Sciences offers several before, during, and after active reading strategies that can assist students in comprehending science texts. To access these active reading strategies, kindly visit: https://tinyurl.com/mr2swwcu

Over the past several years, one of the biggest complaints I've heard from teachers is the lack of student apathy that exists in post-pandemic students. I've addressed this topic on the podcast before by the ways of classroom management and building resilience in students. And while those are important to tackling the problem, I want to share a new approach. So in today's episode, I'm discussing how to get students to be active in their own learning and ways to hold them accountable!➡️ Full Show Notes: https://itsnotrocketscienceclassroom.com/episode155 Resources Mentioned:Free Labs When Limited Audio CourseAnatomy of a Class PeriodDownload your FREE Classroom Reset Challenge.Send me a DM on Instagram: @its.not.rocket.scienceSend me an email: rebecca@itsnotrocketscienceclassroom.com  Follow, rate, and review on Apple Podcasts.Related Episodes & Blog Posts:Episode 145, How to Build Resilience in Students Post-PandemicEpisode 143, My Top 5 Favorite Teacher Hacks for the New School YearEpisode 92, 5 Ways to Have Precise Pacing and Tight Transitions in Your Secondary Science ClassroomEpisode 89, Classroom Management in a Post-COVID World with Guest Casey O'HearnEpisode 32, Student-Centered Pedagogy: One Way to StartEpisode 31, Student-Centered Pedagogy: How To Do ItEpisode 30, Student-Centered Pedagogy: Why Make the ShiftEpisode 29, Student-Centered Pedagogy: What It IsEpisode 5, Engaging Your Students - Without Exhausting Yourself

I was recently reading the September-October 2024 issue of Science Scope, a journal published by the National Science Teaching Association. In this issue, I read the “Editorial” section, written by Patty McGinnis.  She wrote an article entitled: “Social-Emotional Learning in the Science Classroom.” Perhaps nowhere else in education is social-emotional (SEL) more crucial than in the middle school science classroom, a place where students are expected to collaborate, communicate, and participate respectfully in the practice of argumentation.  For more information about SEL consider exploring the site for the Collaborative for Academic, Social and Emotional Learning (CASEL), a nonprofit organization that utilizes research to guide SEL initiatives.  For more information, visit: https://casel.org

In this episode, Eugene and Matt talk about storytelling and the value that stories bring to learning and in particular, learning science. They relate to their own experiences using storytelling, describe some of the latest research, and offer tips for how teachers can bring stories and storytelling into their own science classroom.Resources mentioned in this episode:Ignorant Pineapplehttps://www.youtube.com/watch?v=u0yv5bMjv7gPlaylist of Green Ninja Film Festival Winnershttps://youtube.com/playlist?list=PL4Q5pqbnCmP4l1U9fl2e5DRxUtaeFjpZSCopenhagen by Michael Fraynhttps://www.concordtheatricals.com/p/2869/copenhagenThe Ministry for the Future by Kim Stanley Robinsonhttps://www.hachettebookgroup.com/titles/kim-stanley-robinson/the-ministry-for-the-future/9780316300162/

Kailey & Jacob are joined by two educators and NWEA content specialists who have thought a lot about how to improves student experiences in science. Kim Baker has been at NWEA for 13 years, and Megan Kuehl has been here for eight. We discuss challenging assumptions about the science classroom and unpack the notion that science is inherently impartial. 

It's Just Research has officially launched. In the very first episode, the hosts, Dr Sara Black and Liam Cini O'Dwyer, are joined by Dr Arthur Galamba, a Senior Lecturer in Science Education, to discuss his work investigating the links between science education and ideology. Alongside exploring ways of decolonising education and the need for climate change education.Click here to access the links to the articles mentioned throughout the episode, and learn more about the new podcast.Follow us:Instagram: @itsjustresearchpodcastTwitter: @justresearchpodEmail: justresearch-ecs@kcl.ac.ukWebsite: https://www.kcl.ac.uk/its-just-research-an-ecs-podcastIt's Just Research is hosted by ECS academics and PhD students and executive produced by Sylvie Carlos, PhD student in ECS and award-winning audio producer. Hosted on Acast. See acast.com/privacy for more information.

My message in last week's episode was all about how to be proactive rather than reactive using routines and procedures. Continuing with the classroom management series, I believe another way to be proactive in your classroom is through the pace of your class and how you handle transitions. In today's episode, I'll be sharing 5 practical tips to keep your class moving with efficiency. In my experience, one of the best ways to prevent disciplinary issues is by keeping your class moving. The pace of your classroom sets the tone and shows your students what's expected of them. Because of this, I intentionally use my time more precisely and reap the benefits from it, which I share with you. Additionally, I discuss my 5 simple and practical tips, which include transitions, to help give you a more efficient classroom. The best time to implement new procedures, routines, activities, or habits is the beginning of a new school year. Instead of wishing for more classroom time, dealing with behavioral issues, or constantly trying to get your students' attention, think about what you can do now to establish the pace of your classroom. Start being more precise with your time using these 5 tips! Stay tuned for next week's episode, where I wrap up my classroom management series with more practice tips and simple strategies! Resources Mentioned: FREE Anatomy of a Class PeriodJoin me for Free Professional DevelopmentDesk Visual TimerDownload your FREE Classroom Reset ChallengeSend me a DM on Instagram: @its.not.rocket.scienceSend me an email: rebecca@itsnotrocketscienceclassroom.comFollow, rate, and review on Apple PodcastsShow Notes: https://itsnotrocketscienceclassroom.com/episode92 

What should students study in the science classroom? How might this look different in a Catholic school compared to an American public school? Is naturalism reinforced by the way science is taught in many schools? Is it possible to teach biology in a pedagogically responsible way yet without disrespecting those who hold religious views about creation? Dr. Kenneth Kemp joins us to discuss these topics. The Classical Theism Podcast aims to defend Catholic Christian ideas in conversation. With the help of various guests, I defend three pillars of the Catholic Christian worldview: (1) the God of classical theism exists, (2) Jesus is our Messiah and Lord, and (3) He founded the Catholic Church. We place a strong emphasis on the first pillar, defending classical theism, drawing upon the work of Thomistic philosopher Dr. Edward Feser and many others.    John DeRosa www.classicaltheism.com/support   Support the show: Check out my book One Less God Than You: How to Answer the Slogans, Cliches, and Fallacies that Atheists Use to Challenge Your Faith >> www.classicaltheism.com/newbook   Support on Patreon to help keep the podcast going and to allow me to produce even more quality content: www.classicaltheism.com/support

I was recently reading the May/June 2023 issue of “The Science Teacher” a publication of the National Science Teaching Association.  In this issue, I read the “Editor's Corner” column, written by Ann Haley MacKenzie.  She wrote an article entitled, “Promoting Scientific Literacy in the Science Classroom.” This is the second of a two-part podcast series on Scientific Literacy.  In this podcast we will look at the strategies for encouraging scientific literacy: 1.  Incorporate real-world examples 2.  Encourage critical thinking 3.  Provide hands-on learning opportunities 4.  Use many kinds of media resources 5.  Address misconceptions 6.  Collaborate with community resources 7.  Creating a culture of making student thinking visible

I was recently reading the May/June 2023 issue of “The Science Teacher” a publication of the National Science Teaching Association.  In this issue, I read the “Editor's Corner” column, written by Ann Haley MacKenzie.  She wrote an article entitled, “Promoting Scientific Literacy in the Science Classroom.” This is the first of a two-part podcast series on Scientific Literacy.  In this podcast we will look at the meaning of Scientific Literacy - “understanding how science is done.”  The next podcast will look at strategies for incorporating Scientific Literacy.

Are you a secondary science teacher looking for tips on stretching, supporting and challenging your students? This episode is for you!  Today's host is Senior Product Marketing Executive at the Press, Tamsin Hart. She is joined by Head of Science, David Martindill. David authors titles from our IGCSE biology and combined and co-ordinated sciences series. We also welcome Chemistry Teacher, Dr. Steve Owen, author from our IB biology and chemistry series. Show notes  Cambridge IGCSE Combined and Co-ordinated Science Biology for the IB Diploma  Chemistry for the IB Diploma  Brighter Thinking Pod Ep 27: Improving Maths Skills in the Science Classroom with ASE SMOsNotes - IB Chemistry and IGCSE Chemistry worksheets by Dr Steve Owen  Cambridge University Press Twitter Cambridge University Press Instagram Email us at educationmarketing@cambridge.org

I was recently reading the March/April 2023 issue of “Science Scope” a publication of the National Science Teaching Association.  In this issue, I read the “Practical Research” column, written by Alison Betz Seymour.  She wrote an article entitled, ““But, I'm Not Done Yet!” Time Management in the Science Classroom.”   Here are some practical, simple suggestions to develop time management skills: 1.  Explicitly talk about time management. 2.  Prompts such as “Check in with your time, there are about 10 minutes left for this task.” 3.  Scaffold students' ability to visualize time by using an analog clock with time intervals marked with dry-erase pens.

Dr. Liz Bailey and graduate student, Sierra Nichols talk about their biological science education research. The studies below look at various gender gaps observed in both remote and in-person science classrooms.This episode was recorded on March 16, 2023.Female In-Class Participation and Performance Increase with More Female Peers and/or a Female Instructor in Life Sciences CoursesParticipation and Performance by Gender in Synchronous Online Lectures: Three Unique Case Studies during Emergency Remote Teaching

What skills do students need to learn in order to flourish in IB sciences? Furthermore, do the courses the teach skills that students need for higher education and the world of work?  Your host for this episode is Senior Marketing Executive for science titles at the Press, Tamsin Hart.  She is joined by two special guests. Brenda Walpole is an author from our IB Diploma Biology series. Brenda has taught IB for around 25 years at a UK school and she is also a teacher trainer.  Andreas Tsokos has taught physics and maths for 32 years and is an author from our IB Diploma Physics series. Show notes Association for Science Education Brighter Thinking Pod Episode 27: Improving Maths Skills in the Science Classroom (with ASE) Biology for Cambridge IGCSE™ Maths Skills Workbook Chemistry for Cambridge IGCSE™ Maths Skills Workbook Physics for Cambridge IGCSE™ Maths Skills Workbook Ronald Reagan Strategic Defense Initiative (SDI) “Star Wars Programme” IB community – My IB Biology for the IB Diploma  Chemistry for the IB Diploma  Physics for the IB Diploma 

Math anxiety can often be a potential barrier to student success in STEM related fields. Experience Chemistry and Experience Physics author Dr. Chris Moore joins us on the podcast to discuss not only the importance of bringing more math into science learning but also the anxieties associated with integrating mathematics into the science classroom and strategies for mitigating them. 

In this episode we welcome Genevieve Bent, Assistant Principal leading Sixth Form and former Head of Science at the Harris Federation, and Lynda Charlesworth, Head of Science at Camden School for Girls. Genevieve and Lynda talk to Lamorna Newcombe, Science Publisher at Oxford University Press, about the importance of identity in engaging students in their learning, and the impact of the strategies they are using in the science classroom. Our speakers take a research-based approach to discussing the influence of science capital, culturally responsive teaching, and diversity and inclusion on learner identity. They also share some exciting ideas for increasing engagement and representation in STEM studies, activities and careers provision. Every student needs to feel valued in order to succeed and learner identity is one of the key pillars of the Oxford Smart Curriculum Service. Find out more here: www.oxfordsecondary.com/smart Genevieve Bent   Lynda Charlesworth   Lamorna Newcombe

Barbara R. Blackburn talks about her books Rigor in the K-5 Math and Science Classroom and Rigor in the 6-12 Math and Science Classroom. This is episode 512 of Teaching Learning Leading K12, an audio podcast. Barbara R. Blackburn, named a Top 30 Global Guru in Education, has dedicated her life to raising the level of rigor and motivation for professional educators and students alike. What differentiates Barbara's over 30 books are her easily executable concrete examples based on decades of experience as a teacher, professor and consultant.  Barbara's dedication to education was inspired in her early years by her parents. Her father's doctorate and lifetime career as a professor taught her the importance of professional training. Her mother's career as a school secretary shaped Barbara's appreciation of the effort all staff play in the education of every student.  Barbara has taught early childhood, elementary, middle and high school students and has served as an educational consultant for three publishing companies. She holds a master's degree in school administration and was certified as a teacher and school principal in North Carolina.  She received her PhD in Curriculum and Teaching from the University of North Carolina at Greensboro. In 2006, she received the award for Outstanding Junior Professor at Winthrop University. She left her position at the University of North Carolina at Charlotte to write and speak full time. In addition to speaking at state, national and international conferences, she regularly presents workshops for teachers and administrators in elementary, middle and high schools. Her workshops are lively and engaging and filled with practical information. Her most popular seminars include: Rigor Is NOT a Four-Letter Word Rigorous Schools and Classrooms: Leading the Way Rigorous Assessments Differentiating Instruction Without Lessening Rigor in Your Classroom Motivation + Engagement + Rigor = Student Success Rigor for Students With Special Needs Motivating Struggling Students Rigor in the Remote Learning Classroom   Barbara can be reached through her website: www.barbarablackburnonline.com. Today we are focused on Barbara's books Rigor in the K-5 Math and Science Classroom and Rigor in the 6-12 Math and Science Classroom written with Abigail Armstrong. Great talk! So much to learn! But wait... The new intro and outro music was written and performed by Brian K. Buffington. Connect with Brian at briankbuffington@gmail.com or go to his website at  https://briankbuffington.com/ He is an awesome musician, comedic power, teacher, trainer, technology guru, and overall creator of all that is cool. Thanks, Brian! Oh, yeah... Could you do me a favor? Please go to my website at https://www.stevenmiletto.com/reviews/ or open the podcast app that you are listening to me on and would you rate and review the podcast? That would be Awesome. Thanks! Hey, I've got another favor...could you share the podcast with one of your friends, colleagues, and family members? Hmmm? What do you think? That would so awesome! Thanks for sharing! Thanks for listening! Connect & Learn More: www.barbarablackburnonline.com https://globalgurus.org/education-gurus-30/ www.routledge.com/eyeoneducation https://twitter.com/BarbBlackburn https://www.pinterest.com/barbblackburn/ https://www.facebook.com/BarbaraRBlackburn/ Length - 43:48

In this episode of the amazing Progressively Incorrect podcast, I had the pleasure of interviewing Jo Castelino, a secondary school science teacher based in West Yorkshire in the UK, and one of my absolute favorite bloggers about the art and science of great science teaching. When I was training to be a teacher, science was … Continue reading S2E7: Jo Castelino on Structuring the Science Classroom for Optimal Learning

Do you LOVE organizing your space or does the thought of it send you running the other way? Are you thinking there's no way you can “organize” when you aren't in a science classroom, you have no storage, or you're a floater who only has a cart? You all know how much I love all things organization and I am sharing some of my favorite tips and recommendations with you to help make your teaching space (whatever that space may be) efficient and welcoming. I have spent time teaching in several settings and have learned so much about how to best use the space I have. Today, I am sharing some of the things I've learned with you! We are looking at how to use the front of your classroom most effectively, suggestions for having an organized turn in area, how to make class necessities easily accessible, and some advice specifically for floaters. PLUS, I'm sharing two bonus recommendations on how to help manage cellphones in the classroom and how to organize YOUR files. Need some help getting your classroom reset, organized, and ready to go? Grab my FREE Classroom Reset Challenge where I walk you through 5 tasks to help get your classroom in order. Resources: Download your FREE Classroom Reset Challenge. Natural Selection Lab Turn in bins Utility Cart Shoebox storage containers Phone caddy Follow, rate, and review on Apple Podcasts. Check out the show notes for all resources mentioned in this episode: https://itsnotrocketscienceclassroom.com/episode39

Ms. Ram is a Science teacher from Melillo Middle School In Pasadena ISD.  Help her Clear her List. 

Ms. Mayra Camacho from Bowie Elementary from Pasadena ISD. She teaches bilingual Math and Science and she likes to get creative when teaching. Help her Clear her List. 

I was recently reading the July/August 2022 issue of “The Science Teacher” a publication of the National Science Teaching Association.  In this issue, I read the Editor's Corner, written by Ann Haley MacKenzie.  She wrote a column entitles, “Teaching Societal Issues in the Science Classroom.”   By incorporating societal issues into our classrooms, we provide students a chance to explore topics in depth, instead of simply glossing over the content.  Here are some reasons to include societal issues in science courses: --These issues justify information included in science courses. --Societal issues allow students to find science classes relevant to their daily lives.   --These societal issues enable teachers to evaluate student success at application and synthesis of ideas. --Infusing societal issues defines the teacher's role to be “facilitator” and relegates the textbook's / digital learning platform status to “information sources.” --These issues may allow for increased scientific understanding of concepts, ased on cognitive theories of learning.

I was recently reading the May/June 2022 issue of “The Science Teacher” a publication of the National Science Teaching Association.  In this issue, I read the “Editor's Corner” column, written by Ann Haley MacKenzie.  She wrote an article entitled, “Inclusive Strategies for the Science Classroom.” The time is now for more attention to be paid to providing an inclusive environment for all learners.  Our STEM pipeline depends on it.  Our future as a progressive scientific country depends on it.  Our scientific literacy depends on it.  Our goal for an inclusive science classroom is to make sure all of our students can bring their authentic selves to school and feel that they belong, while providing engaging, responsive, and stimulating learning environments.  

Professor Anthony Poole School of Biological Sciences University of Auckland https://profiles.auckland.ac.nz/appo310 (https://profiles.auckland.ac.nz/appo310) Professor Poole's Articles https://theconversation.com/japans-path-to-becoming-a-leader-in-western-science-an-asian-perspective-on-science-and-other-forms-of-knowledge-179191 (Japan's path to becoming a leader in Western science: an Asian perspective on science and other forms of knowledge (short version)) https://openinquiry.nz/2022/03/26/japans-path-to-becoming-leaders-in-western-science-an-asian-perspective-on-science-and-other-forms-of-knowledge/ (Japan's path to becoming leaders in ‘Western' science: an Asian perspective on science and other forms of knowledge (long version)) Ministry of Education's curriculum article  https://ncea.education.govt.nz/science/chemistry-and-biology?view=learning (What is Chemistry and Biology about?) In July 2021, seven University of Auckland professors published a letter to the editor in the New Zealand Listener, titled "In Defence of Science". The professors' were responding to a Government education report (see link below), recommending parity for Mātauranga Māori in the secondary school curriculum, and in particular, in the science classroom. The report states: ”Our goal is to ensure parity for mātauranga Māori with the other bodies of knowledge credentialed by NCEA (particularly Western/Pākehā epistemologies)." The report also states: "Philosophy and History of Science is a unique strand in Pūtaiao [Māori word for Science], with no equivalent in the New Zealand Curriculum. It promotes discussion and analysis of the ways in which science has been used to support the dominance of Eurocentric views (among which, its use as a rationale for colonisation of Māori and the suppression of Māori knowledge); and the notion that science is a Western European invention and itself evidence of European dominance over Māori and other indigenous peoples. Pūtaiao allows opportunities to incorporate Māori perspectives and knowledge about the natural world into the classroom. In this regard, it decentres Western epistemologies and methodologies." The professors' letter arose from their concern for "the disturbing misunderstandings of science emerging at all levels of education and in science funding", which they state is encourages a mistrust of science. Their concern is in the context of the decline in maths and science achievements in New Zealand schools, particularly by Māori and Pacific Island students. Their letter stated that: "Indigenous knowledge is critical for the preservation and perpetuation of culture and local practices, and plays key roles in management and policy. However, in the discovery of empirical, universal truths, it falls far short of what we can define as science itself. To accept it as the equivalent of science is to patronise and fail indigenous populations; better to ensure that everyone participates in the world's scientific enterprises. Indigenous knowledge may indeed help advance scientific knowledge in some ways, but it is not science". The reaction to the "In Defence of Science" by the University of Auckland, the Royal Society of New Zealand Te Apārangi, the Tertiary Education Union, and the New Zealand Association of Scientists was not positive and can be viewed in the following articles… NZ Herald - Scientists rubbish Auckland University professors' letter claiming Māori knowledge is not science https://tinyurl.com/2p8v2h9s (https://tinyurl.com/2p8v2h9s) RNZ - University academics' claim mātauranga Māori 'not science' sparks controversy https://tinyurl.com/2ybvk3ja (https://tinyurl.com/2ybvk3ja) Research Professional News - Public letter from academics sparks Māori science row https://tinyurl.com/3juc66yc (https://tinyurl.com/3juc66yc) An open letter in response to the professors' letter by professors Hendy and Wiles, "An open response to In defence of science" was co-signed by

I was recently reading the May/June 2022 issue of “Science Scope” a publication of the National Science Teaching Association.  In this issue, I read the “From the Editor's Desk” column, written by Patty McGinnis.  She wrote an article entitled, “Equity in the Science Classroom.” Despite advances in science education, there remains an opportunity gap; historically underperforming populations often opt out of advanced courses and are not equitably represented in the STEM fields.  As teachers, we are tasked with closing this gap through practices that allow all students to succeed and thrive.

In this episode, our host Eric Cross sits down with Miami-based educator, Valeria Rodriguez. Valeria shares her journey of serving in the Peace Corps, working a corporate job, and eventually finding her passion as a middle-school science teacher. Listen in as Valeria explains how sketchnoting, a form of note-taking that utilizes illustrations, encourages student choice and creativity in her classroom. Eric and Valeria discuss the importance of risk-taking within the science classroom, and how their own mistakes can be crucial in modeling resilience for students. Valeria also shares several teachers that have inspired her throughout her career.Check out Valeria here!Download a free poster created by Valeria here!Join Science Connections: The Community on Facebook!

How important are maths skills to life?  Our host for this episode is Cambridge's own Tamsin Hart. She is joined by Richard Needham, past Chair of Association for Science Education (ASE) and member of project teams for the language of mathematics in science and other ASE projects. And Tom Rainbow, an Education Support Specialist who works for the Advanced Maths Support Programme. Show notes Centre for Evaluation and Monitoring – baseline assessments Association for Science Education (ASE) ASE Facebook ASE resource hub Advanced Mathematics Support Programme (AMSP) Core Maths curriculum Nuffield Foundation: Is the UK an outlier? An international comparison of upper secondary mathematics education Biology for Cambridge IGCSE™ Maths Skills Workbook Chemistry for Cambridge IGCSE™ Maths Skills Workbook Physics for Cambridge IGCSE™ Maths Skills Workbook Cambridge University Press Twitter Cambridge University Press Instagram Email us at educationmarketing@cambridge.org

In this episode, Eric sits down with Joe McCormick, director of engineering at SplitSpot. Joe shares his experience of losing his central vision in high school and the transition into college at Harvard. Eric and Joe chat about self-advocacy within the classroom, and scaffolds that worked for Joe as he learned how to navigate the world with his disability. Eric also learns about beep baseball, the adapted national pastime for the blind and visually impaired, and the importance of its community for Joe's journey to becoming an engineer. Lastly, Joe shares about accessibility tools, college acceptance, and how to motivate students to love computer science.Read more about Joe's story here.Join Science Connections: The Community on Facebook!

Join us as we get to know another Shorecrest faculty member Melissa Estremera . We learn about her journey from Bioengineer to the Computer Sciences classroom.  Ms. Estremera's infectious passion for engineering, science and computer programming inspire her students to take on any challenge with the confidence that any problem can be solved with the proper perspective and approach.This podcast is made possible by a grant from Intuitive, maker of the Da Vinci and ION surgical robotic systems. The Intuitive foundation is dedicated to promoting the advancement of STEM educational programs, medical and technology research, healthcare training, and fellowship programs.

In this episode, Eric sits down with Aryanna Trejo, a professional learning specialist of Code.org. Aryanna shares her journey from working as an elementary teacher in New York City and Los Angeles to teaching other educators at Code.org. Eric and Aryanna chat about computer literacy within the science classroom, problem-solving skills, and ways to model productive struggle for students. Aryanna also shares ways to teach coding and computer literacy in schools, no matter the classroom's technology level.Check out Science Connections: The Community on Facebook here.Visit Code.org!

In this special episode, our host Eric Cross sits down with veteran middle school teacher Ryan Rudkin. Ryan shares her expertise after almost two decades in the classroom, discussing ways to incorporate aspects of problem-based learning into the K–8 science classroom. Eric and Ryan talk about how to increase parent engagement, involve community members, and add excitement to lessons.Connect with Ryan in our brand-new Facebook community here!Check out March Mammal Madness here!

In this episode, our host Eric Cross discusses the importance of integrating literacy skills into science instruction with Rebecca Abbott, Professional Learning Lead at the Lawerence Hall of Science at UC Berkley. Listen in as Rebecca challenges science educators to weave together vocabulary, background knowledge, and an understanding of language structures to help students make sense of complex science texts. Eric and Rebecca also chat about ways to use literacy in the service of science, and how educators can take the challenges of unfinished learning and use them to accelerate learning. Want to learn more from Rebecca? Attend a webinar with EdWeb!Read about the importance of great professional learning for teachers here.Check out some great resources from the Lawerence Hall of Science! You can read No More Science Kits or Texts in Isolation to lean more on integrating literacy into science instruction.

Kelly and Sean interview Tom Lauwers, founder and CEO of BirdBrain Technologies (https://www.birdbraintechnologies.com) about the role of robotics in the computer science classroom. We've used the Finch 2.0 robot, which is designed to use the BBC micro:bit as a foundation for coding and computer science. Whether you're in a traditional classroom, teaching after school, or just trying to get people excited about the POWER OF CODING, robots can play a vital role in learning. About BirdBrain Technologies: BirdBrain Technologies' mission is to inspire deep and joyful learning in all students through creative robotics. Founded at the CREATE Lab (https://www.cmucreatelab.org/home) at Carnegie Mellon University (https://www.cmu.edu) in 2010, BirdBrain is a research-based company that promotes gender equality and diversity in computer science, engineering, and robotics. A large part of our mission is to assist educators interested in bringing computer science and engineering design into any classroom. We work collaboratively to support teachers with free standards-aligned curriculum and professional development. Our products have been used by thousands of teachers around the world to bring creative design and robotics fun into the classroom! Special Guest: Tom Lauwers.

I was recently reading the September/October 2021 issue of “Science Scope” a publication of the National Science Teaching Association.  In this issue, I read the section “From the Editor's Desk” written by Patty McGinnis.  Patty wrote an article entitled “Creativity in the Science Classroom.” Students learn science—and use critical and creative thinking—by doing science.  Rather than focusing on memorizing facts, they are engaged in application in which they apply content knowledge to real-world situations.

If you have been teaching for a while you know that relationships are important in the classroom.  In fact, we have talked about it over and over on the podcast.  So, in this episode, we decided to dive deeper into this concept.  Let's find out why it's important to build relationships, especially in the science classroom.  Other Episodes to Listen to:How to Choose Better Phenomena How to Use Relationships to Support the NGSS ClassroomOther resources: Click here to grab your FREE Storyline Starter and check out the Spark Subscription.Teaching Science in 3D on Instagram & FacebookSubmit a QuestionExplore phenomenon-based, discovery-centered learning with iExploreScience.Get on the Waitlist for the Student-Driven Investigations Course by clicking here:  SadlerScience.com/investigate

I was recently reading the November/December 2020 issue of “Science Scope” a publication for middle school teachers from the National Science Teaching Association.  In this issue, I read the “From the Editor's Desk“ column written by Patty McGinnis.  Her article was entitled “Using Literature in the Science Classroom.” The Next Generation Science Standards contain numerous connections to the Common Core State Standards for English Language Arts as verification of the supporting role that literature serves when learning science. 

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How can science teachers engage in the growing movement to adopt anti-racist curriculum and teaching practices? After previously discussing math classes and English Language Arts classes, we now take a look at science! We're joined by Dr. Terence Keel, a super-dope professor with a split appointment in the UCLA Institute for Society and Genetics and UCLA's Department of African American Studies. But first, Jeff and Manuel explore recent headlines in education including who's to blame for national broadband internet gaps and an uphill battle in California to bring back affirmative action. ***Please consider subscribing to our YouTube channel! https://youtube.com/AllOfTheAbove *** 0:00 - Welcome! 5:35 - Decades of internet inequity leaves schools unprepared 17:10 - Early polls suggest an uphill battle for affirmative action in California 32:35 - Exploring the role that science classes play in the work of anti-racism 1:01:16 - Sacramento teachers take the lead on anti-racism training AOTA One-on-one: A conversation with Dr. Terence Keel: https://youtu.be/3xTqrZmeDDU AOTA Episode 2: Race, Culture, and American Schooling: https://youtu.be/cEh947QJVUY?t=785 Dr. Keel's university profile: https://afam.ucla.edu/terence-keel/ Dr. Keel's book, Divine Variations: https://www.sup.org/books/title/?id=25826 Get MORE All of the Above: - Website - https://aotashow.com/ - Podcast on multiple platforms via Anchor - https://anchor.fm/aota - Podcast via Apple Podcast - https://itunes.apple.com/us/podcast/all-of-the-above-podcast/id1339198232 - Podcast via Spotify - https://open.spotify.com/show/4NO3FENVr96JJTU4ZjdnCm - Twitter - https://twitter.com/AOTAshow - Facebook Page - https://www.facebook.com/AOTAshow/ Theme Music by its tajonthabeat: https://www.youtube.com/channel/UCChvx9rSyOTEO2AnYynqWFw --- Send in a voice message: https://anchor.fm/aota/message Support this podcast: https://anchor.fm/aota/support

Brittany Anderson opted for a career in education after a stellar career at Grove City College where she played three sports. As destiny would have it, she found her way back to Chagrin Falls where she has now has served for ten years as the head coach of the women's basketball program. She has had many successful teams built on the core principles of defense and work ethic. An incredible role model for the young ladies at Chagrin, Brittany has earned a reputation for excellence as a teacher-coach.Support the show (https://www.patreon.com/teachercoach)

In this episode Dr. Dickenson interviews Will Franzell who is an Education Administrator for the Monterey County office of Education. We discuss what an NGSS science classroom looks like. The role of the teacher and the student is discussed and ways that teachers should approach teaching and planning with the NGSS. We also discuss how teachers can support ELL's with the NGSS and Will shares a trove of tools and resources for science instruction. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/teacherprep/message

As a science teacher at Curry College in Massachusetts, Abby Hafer is a staunch advocate of teaching peer-reviewed, scientifically accurate content in her college classes. In an effort to protect science education in the state, Hafer recently worked with legislator Kenneth Gordon to draft a bill that adds language to existing curriculum standards that seeks to limit science instruction in Massachusetts to age-appropriate, peer-reviewed scientific fact. In addition to combating academic freedom legislation recently passed in Tennessee (2012) and Louisiana (2008), Hafer hopes this bill will also provide model legislation that protects science education, science teachers and students of science across the nation. Hafer joins Lab Out Loud this week to discuss the bill and its potential impact, while describing how she worked with her legislator to impact science education through politics. Show notes at: https://laboutloud.com/2019/09/episode-210-requiring-peer-reviewed-science/

Gender in the Political Science Classroom (Indiana University Press, 2018) is part of a series at Indiana University Press on the scholarship of teaching and learning (SOTL), and there is much within the book that is directly within the SOTL arena, but this book is significantly broader and more extensive in its reach and analysis. Ekaterina M. Levintova and Alison K. Staudinger have brought together, into this volume, a variety of fascinating and important perspectives on political science as a discipline and how it is taught, studied, pursued and understood, especially in regard to the role, presence, absence, impact and understanding of gender. This is a useful and important text that does two different things simultaneously—it explores the ways of and roles in teaching political science (and other disciplines and subject areas that specifically focus on power in some form), while also examining the difficulty of how to teach more consciously in terms of gender, and the interaction between power and gender, especially as those topics and experiences interact with each other in an undergraduate classroom, and graduate pursuits as well. The breath of dimensions studied in this text provide a scope for analysis by teachers and by scholars. There is a lot here that will be of interest to many in Political Science, and in Education, as well as others in disciplines that also consider questions of power, of gender, and how we understand the substance of a discipline, especially one that has been traditionally male for much of its history. Learn more about your ad choices. Visit megaphone.fm/adchoices

Gender in the Political Science Classroom (Indiana University Press, 2018) is part of a series at Indiana University Press on the scholarship of teaching and learning (SOTL), and there is much within the book that is directly within the SOTL arena, but this book is significantly broader and more extensive in its reach and analysis. Ekaterina M. Levintova and Alison K. Staudinger have brought together, into this volume, a variety of fascinating and important perspectives on political science as a discipline and how it is taught, studied, pursued and understood, especially in regard to the role, presence, absence, impact and understanding of gender. This is a useful and important text that does two different things simultaneously—it explores the ways of and roles in teaching political science (and other disciplines and subject areas that specifically focus on power in some form), while also examining the difficulty of how to teach more consciously in terms of gender, and the interaction between power and gender, especially as those topics and experiences interact with each other in an undergraduate classroom, and graduate pursuits as well. The breath of dimensions studied in this text provide a scope for analysis by teachers and by scholars. There is a lot here that will be of interest to many in Political Science, and in Education, as well as others in disciplines that also consider questions of power, of gender, and how we understand the substance of a discipline, especially one that has been traditionally male for much of its history. Learn more about your ad choices. Visit megaphone.fm/adchoices

Gender in the Political Science Classroom (Indiana University Press, 2018) is part of a series at Indiana University Press on the scholarship of teaching and learning (SOTL), and there is much within the book that is directly within the SOTL arena, but this book is significantly broader and more extensive in its reach and analysis. Ekaterina M. Levintova and Alison K. Staudinger have brought together, into this volume, a variety of fascinating and important perspectives on political science as a discipline and how it is taught, studied, pursued and understood, especially in regard to the role, presence, absence, impact and understanding of gender. This is a useful and important text that does two different things simultaneously—it explores the ways of and roles in teaching political science (and other disciplines and subject areas that specifically focus on power in some form), while also examining the difficulty of how to teach more consciously in terms of gender, and the interaction between power and gender, especially as those topics and experiences interact with each other in an undergraduate classroom, and graduate pursuits as well. The breath of dimensions studied in this text provide a scope for analysis by teachers and by scholars. There is a lot here that will be of interest to many in Political Science, and in Education, as well as others in disciplines that also consider questions of power, of gender, and how we understand the substance of a discipline, especially one that has been traditionally male for much of its history. Learn more about your ad choices. Visit megaphone.fm/adchoices

Gender in the Political Science Classroom (Indiana University Press, 2018) is part of a series at Indiana University Press on the scholarship of teaching and learning (SOTL), and there is much within the book that is directly within the SOTL arena, but this book is significantly broader and more extensive in its reach and analysis. Ekaterina M. Levintova and Alison K. Staudinger have brought together, into this volume, a variety of fascinating and important perspectives on political science as a discipline and how it is taught, studied, pursued and understood, especially in regard to the role, presence, absence, impact and understanding of gender. This is a useful and important text that does two different things simultaneously—it explores the ways of and roles in teaching political science (and other disciplines and subject areas that specifically focus on power in some form), while also examining the difficulty of how to teach more consciously in terms of gender, and the interaction between power and gender, especially as those topics and experiences interact with each other in an undergraduate classroom, and graduate pursuits as well. The breath of dimensions studied in this text provide a scope for analysis by teachers and by scholars. There is a lot here that will be of interest to many in Political Science, and in Education, as well as others in disciplines that also consider questions of power, of gender, and how we understand the substance of a discipline, especially one that has been traditionally male for much of its history. Learn more about your ad choices. Visit megaphone.fm/adchoices

As a Math for America fellow and chemistry teacher at Park East High School in New York City, Jamie Kubiak recently delivered an important presentation to a packed room at the NSTA conference in St. Louis: Affirming and Representing LGBTQIA+ Students in Science. Lab Out Loud wanted to continue this conversation and invited Jamie to the show to help deliver this message to a wider audience. Listen to the show as Jamie joins co-hosts Brian Bartel and Dale Basler to discuss why this work is important while sharing some valuable resources and simple strategies that you can use to affirm and represent LGBTQIA+ students in your science classroom.   Show notes at: https://laboutloud.com/2019/05/episode-2016-lgbtqia-students-in-science/

Jenn Choumil, a science teacher, shares strategies for active learning in the science classroom. Subscribe to me on iTunes so you know when my next episode is released and leave a review because your feedback counts! Podcast website: http://invitationstolearn.com/ Twitter: @MrsLanghorne Email: invitationstolearn@gmail.com Follow Jenn Choumil on Twitter @jennchoumil

Welcome to episode 2 of the Teacher Forest Podcast. In today's episode, we'll take a look at how inquiry and technology can support science classes. 

Connecting Children to Animals NSTA Position Statement on Responsible Use of Live Animals and Dissection in the Science Classroom: http://www.nsta.org/about/positions/animals.aspx CDC animals in schools: https://www.cdc.gov/features/animalsinschools/ NABT: https://nabt.org/Position-Statements-The-Use-of-Animals-in-Biology-Education Migratory Bird Treaty Act https://www.fws.gov/birds/policies-and-regulations/laws-legislations/migratory-bird-treaty-act.php Certified Wildlife Habitat (National Wildlife Federation): https://www.indianawildlife.org/habitat-programs/wildlife-friendly-certification-program/ https://www.nwf.org/sitecore/content/Home/Garden-for-Wildlife/Create/Schoolyards/Schoolyard-Sign Monarch Waystation: https://www.monarchwatch.org/waystations/certify.html   Animal Rehabbers in Indiana: https://www.in.gov/dnr/fishwild/files/fw-RehabList.pdf Blogpost and Podcast—Loose Parts Nature Play Animal Play episode http://insideoutsidemichiana.blogspot.com/2015/03/16-ideas-for-animal-play.html  http://insideoutsidemichiana.blogspot.com/2015/02/beginning-bird-books-activities-and.html   •Apps—Merlin Bird ID •Facebook Groups—IN Nature, Birding in Indiana, ICAN Learn Outdoors, Indiana Wildlife Photography, Insect Identification, Hoosier Herpetological Society   David Sobel Article: http://www.yesmagazine.org/issues/education-for-life/803   52 Things Outside: www.52ThingsOutside.org Growing Up Wild: http://www.projectwild.org/GrowingUpWILD.htm Purdue’s Nature of Teaching: https://ag.purdue.edu/extension/nature/Pages/lesson.aspx   Article: Scaly, Slimy Fun in Prekindergarten Eastburn, Mark; Ackerman, Andrea; Jones, Bevan. Science and Children; Washington Vol. 55, Iss. 2,  (Oct 2017): 48-55.   Quote: •Cultivating relationships with animals, both real and imagined, is one of the best ways to foster empathy during early childhood. Children want to run like deer, to slither along the ground like snakes, to be clever as a fox and quick like a bunny. There's no need for endangered species here – there are more than enough common, everyday species to fill the lives of children. And the environmentally correct notion of not anthropomorphizing animals can be thrown out the window.    David Sobel   Resource:   Kauffman Field to Nature of the Midwest (aff link): https://amzn.to/2GQWPVJ    Identiflier (aff link): https://amzn.to/2HfbNs2   Loose Parts Play Facebook Page: https://www.facebook.com/LoosePartsPlay/ Loose Parts Play Facebook Group: https://www.facebook.com/groups/LoosePartsPlay/ Inside Outside Michiana Facebook Page: https://www.facebook.com/InsideOutsideMichiana/ Loose Parts Nature Play Website: http://insideoutsidemichiana.blogspot.com

Thirty-three-year Presidential Award Winning science teacher Glen Westbroek believes in creating active learning experiences in his science classroom. Today we kick off science week on the 10-Minute Teacher talking about active learning, Next Generation Science Standards, and what an engaging science classroom looks like. Show Notes: www.coolcatteacher.com/e271 SPONSOR: Legends of Learning has an amazing game based science experiences for students in 3-8 aligning with Next Generation Science and select state standards. Go to coolcatteacher.com/science and sign up for your free account now.

How do you address controversial science issues in your classroom instruction? This week Lab Out Loud welcomes the co-authors of a recent Phi Delta Kappan publication that might give you some insight in how to help prepare students to become scientifically literate citizens by incorporating socioscientific issues in the classroom. David Owens (College of Education, University of Missouri), Troy Sadler (professor of education, University of North Carolina at Greensboro) and Dana Zeidler (university professor of science education, University of South Florida) join co-hosts Brian Bartel and Dale Basler to talk about their article, discuss an instructional framework for successfully implementing socioscientific issues as learning experiences, and highlight the importance of evaluating scientific evidence when tackling these issues in the science classroom.  Show notes at: https://laboutloud.com/2018/02/episode-181-socioscientific-issues/

Scott is a 7th and 8th grade teacher and is one of the pioneers in implementing a fully gamified classroom. Just going into the room lets you know you are in a different place, it is themed as a medieval adventure!

In this episode, Munazzah shares with us how she turned her grade 7 & 8 spilt class into a lab of Muslim scientists tackling an important environmental and social issue from an Islamic world lens. The post MCEP 002 : Islamic integration in the Science classroom with Munazzah Shirwani appeared first on Podcast for Muslim Teachers.

We discuss teaching writing, teaching science, and how to create classrooms in which students use writing to learn and think scientifically with Kim Jaxon and Leslie Atkins Elliott, authors of the new book Composing Science. Kim and Leslie talk about concrete approaches for engaging students in practices that mirror the work that writing plays in the development and dissemination of scientific ideas, rather than replicating the polished academic writing of research scientists. They also address a range of genres that can help students deepen their scientific reasoning and inquiry.

As students are returning to school, they might be hunting for Pokémon with the wildly popular Pokémon GO app. Part of the game allows students students to evolve their Pokémon into other pocket monsters. But is this an accurate portrayal of biological evolution? Can science educators actually use Pokémon GO to teach evolution or other scientific concepts? To help answer some of these questions, Lab Out Loud co-hosts Brian Bartel and Dale Basler are happy to welcome Dr. Luke Holbrook to the show.  Luke belongs to the department of Biological Sciences at Rowan University, and has thought a lot about using Pokémon to help teach concepts of evolution (he even designed a Pokémon activity many years ago - on paper!) Listen to the show to hear more about Pokémon GO and evolution, and if you could use it to teach science in your classroom.   Show notes at: http://laboutloud.com/2016/09/episode-149-pokemon/

It's time for the final exam. In this segment Jon shares how he gives customized assessments to each of his students in his Flipped Mastery Classes. Follow: @jonbergmann @bamradionetwork #edchat #flipclass #teachers Jon Bergmann is a teacher, educational coach, and writer who has had the privilege of helping educators “turn learning on its head.” Jon, along with Aaron Sams, is considered a pioneer in the Flipped Class Movement He spent 24 years as a middle and high school science teacher before becoming the lead technology facilitator for a school district in the Chicago suburbs. Jon helps educators and corporations turn learning on its head by bringing flipped learning into schools and organizations and continues to write about education both on his blog and in books. He co-wrote three books with Aaron Sams, including Flipping the Science Classroom.

Here's another quick suggestion for your flipped class that will help eliminate the dreaded line of students needing your attention. Follow: @jonbergmann @bamradionetwork #edchat #flipclass #teachers who has had the privilege of helping educators “turn learning on its head.” Jon, along with Aaron Sams, is considered a pioneer in the Flipped Class Movement He spent 24 years as a middle and high school science teacher before becoming the lead technology facilitator for a school district in the Chicago suburbs. Jon helps educators and corporations turn learning on its head by bringing flipped learning into schools and organizations and continues to write about education both on his blog and in books. He co-wrote three books with Aaron Sams, including Flipping the Science Classroom.

Here's a quick suggestion for your current flipped class that will ensure your next class will be even better. Try it. Follow: @jonbergmann @bamradionetwork #edchat #flipclass #teachers Jon Bergmann is a teacher, educational coach, and writer who has had the privilege of helping educators “turn learning on its head.” Jon, along with Aaron Sams, is considered a pioneer in the Flipped Class Movement. He spent 24 years as a middle and high school science teacher before becoming the lead technology facilitator for a school district in the Chicago suburbs. Jon helps educators and corporations turn learning on its head by bringing flipped learning into schools and organizations and continues to write about education both on his blog and in books. He co-wrote three books with Aaron Sams, including soon to be released book: Flipping the Science Classroom.

Join us for part five in a series on how flipped learning makes mastery learning possible. In this segment, Jon shares a simple and powerful tool for formative assessment. Follow: @jonbergmann @bamradionetwork #edchat #flipclass #teachers Jon Bergmann is a teacher, educational coach, and writer who has had the privilege of helping educators “turn learning on its head.” Jon, along with Aaron Sams, is considered a pioneer in the Flipped Class Movement He spent 24 years as a middle and high school science teacher before becoming the lead technology facilitator for a school district in the Chicago suburbs. Jon helps educators and corporations turn learning on its head by bringing flipped learning into schools and organizations and continues to write about education both on his blog and in books. He co-wrote three books with Aaron Sams, including soon to be released book: Flipping the Science Classroom.

Join us for part three in a series on how flipped learning makes mastery learning possible. Follow: @jonbergmann @bamradionetwork #edchat #flipclass #teachers Jon Bergmann is a teacher, educational coach, and writer who has had the privilege of helping educators “turn learning on its head.” Jon, along with Aaron Sams, is considered a pioneer in the Flipped Class Movement He spent 24 years as a middle and high school science teacher before becoming the lead technology facilitator for a school district in the Chicago suburbs. Jon helps educators and corporations turn learning on its head by bringing flipped learning into schools and organizations and continues to write about education both on his blog and in books. He co-wrote three books with Aaron Sams, including soon to be released book: Flipping the Science Classroom.

Join us for part two in a series on how flipped learning makes mastery learning possible. Follow: @jonbergmann @bamradionetwork #edchat #flipclass #teachers Jon Bergmann is a teacher, educational coach, and writer who has had the privilege of helping educators “turn learning on its head.” Jon, along with Aaron Sams, is considered a pioneer in the Flipped Class Movement He spent 24 years as a middle and high school science teacher before becoming the lead technology facilitator for a school district in the Chicago suburbs. Jon helps educators and corporations turn learning on its head by bringing flipped learning into schools and organizations and continues to write about education both on his blog and in books. He co-wrote three books with Aaron Sams, including soon to be released book: Flipping the Science Classroom.

Join us as we start a series on how flipped learning makes mastery learning possible. Follow: @jonbergmann @bamradionetwork #edchat #flipclass #teachers Jon Bergmann is a teacher, educational coach, and writer who has had the privilege of helping educators “turn learning on its head.” Jon, along with Aaron Sams, is considered a pioneer in the Flipped Class Movement He spent 24 years as a middle and high school science teacher before becoming the lead technology facilitator for a school district in the Chicago suburbs. Jon helps educators and corporations turn learning on its head by bringing flipped learning into schools and organizations and continues to write about education both on his blog and in books. He co-wrote three books with Aaron Sams, including soon to be released book: Flipping the Science Classroom.

This is the first in a series of episodes on the biggest mistakes teachers make when flipping their classrooms. Follow: @jonbergmann @bamradionetwork #edchat #flipclass #teachers Jon Bergmann is a teacher, educational coach, and writer who has had the privilege of helping educators “turn learning on its head.” Jon, along with Aaron Sams, is considered a pioneer in the Flipped Class Movement. He spent 24 years as a middle and high school science teacher before becoming the lead technology facilitator for a school district in the Chicago suburbs. Jon helps educators and corporations turn learning on its head by bringing flipped learning into schools and organizations and continues to write about education both on his blog and in books. He co-wrote three books with Aaron Sams, including soon to be released book: Flipping the Science Classroom.

In this episode I share the four easiest and most meaningful formative assessment tools I've discovered. Follow: @jonbergmann @bamradionetwork #edchat #flipclass #teachers Jon Bergmann is a teacher, educational coach, and writer who has had the privilege of helping educators “turn learning on its head.” Jon, along with Aaron Sams, is considered a pioneer in the Flipped Class Movement. He spent 24 years as a middle and high school science teacher before becoming the lead technology facilitator for a school district in the Chicago suburbs. Jon helps educators and corporations turn learning on its head by bringing flipped learning into schools and organizations and continues to write about education both on his blog and in books. He co-wrote three books with Aaron Sams, including soon to be released book: Flipping the Science Classroom.

A flipped class is good for students, good for teachers and good for parents too. Here's why. Follow: @airserver @jonbergmann @bamradionetwork #edchat #flipclass #teachers Jon Bergmann is a teacher, educational coach, and writer who has had the privilege of helping educators “turn learning on its head.” Jon, along with Aaron Sams, is considered a pioneer in the Flipped Class Movement. He spent 24 years as a middle and high school science teacher before becoming the lead technology facilitator for a school district in the Chicago suburbs. Jon helps educators and corporations turn learning on its head by bringing flipped learning into schools and organizations and continues to write about education both on his blog and in books. He co-wrote three books with Aaron Sams, including soon to be released book: Flipping the Science Classroom.

A flipped class is good for students, good for teachers and good for parents too. Here's why. Follow: @airserver @jonbergmann @bamradionetwork #edchat #flipclass #teachers Jon Bergmann is a teacher, educational coach, and writer who has had the privilege of helping educators “turn learning on its head.” Jon, along with Aaron Sams, is considered a pioneer in the Flipped Class Movement. He spent 24 years as a middle and high school science teacher before becoming the lead technology facilitator for a school district in the Chicago suburbs. Jon helps educators and corporations turn learning on its head by bringing flipped learning into schools and organizations and continues to write about education both on his blog and in books. He co-wrote three books with Aaron Sams, including soon to be released book: Flipping the Science Classroom.

In this segment, Jon shares the one thing every teacher should flip on the first day of school. Follow: @jonbergmann @bamradionetwork #edchat #flipclass #teachers Jon Bergmann is a teacher, educational coach, and writer who has had the privilege of helping educators “turn learning on its head.” Jon, along with Aaron Sams, is considered a pioneer in the Flipped Class Movement. He spent 24 years as a middle and high school science teacher before becoming the lead technology facilitator for a school district in the Chicago suburbs. Jon helps educators and corporations turn learning on its head by bringing flipped learning into schools and organizations and continues to write about education both on his blog and in books. He co-wrote three books with Aaron Sams, including soon to be released book: Flipping the Science Classroom.

Beginning with a central question and driven by curiosity and personal passions, science students at Casey Middle seek answers through research, experimentation, and data analysis.

Teaching is all about relationships. The faster you connect with your students, the sooner you will establish the foundation for a productive school year. In this segment, Jon shares a powerful strategy to help you connect on the very first day. Follow: @jonbergmann @bamradionetwork #edchat #flipclass #teachers Jon Bergmann is a teacher, educational coach, and writer who has had the privilege of helping educators “turn learning on its head.” Jon, along with Aaron Sams, is considered a pioneer in the Flipped Class Movement. He spent 24 years as a middle and high school science teacher before becoming the lead technology facilitator for a school district in the Chicago suburbs. Jon helps educators and corporations turn learning on its head by bringing flipped learning into schools and organizations and continues to write about education both on his blog and in books. He co-wrote three books with Aaron Sams, including soon to be released book: Flipping the Science Classroom.

Teaching is all about relationships. The faster you connect with your students, the sooner you will establish the foundation for a productive school year. In this segment, Jon shares a powerful strategy to help you connect on the very first day. Follow: @jonbergmann @bamradionetwork #edchat #flipclass #teachers Jon Bergmann is a teacher, educational coach, and writer who has had the privilege of helping educators “turn learning on its head.” Jon, along with Aaron Sams, is considered a pioneer in the Flipped Class Movement. He spent 24 years as a middle and high school science teacher before becoming the lead technology facilitator for a school district in the Chicago suburbs. Jon helps educators and corporations turn learning on its head by bringing flipped learning into schools and organizations and continues to write about education both on his blog and in books. He co-wrote three books with Aaron Sams, including soon to be released book: Flipping the Science Classroom.

This is the fourth in a series of episodes on the biggest mistakes teachers make when flipping their classrooms. Follow: @jonbergmann @bamradionetwork #edchat #flipclass #teachers Jon Bergmann is a teacher, educational coach, and writer who has had the privilege of helping educators “turn learning on its head.” Jon, along with Aaron Sams, is considered a pioneer in the Flipped Class Movement. He spent 24 years as a middle and high school science teacher before becoming the lead technology facilitator for a school district in the Chicago suburbs. Jon helps educators and corporations turn learning on its head by bringing flipped learning into schools and organizations and continues to write about education both on his blog and in books. He co-wrote three books with Aaron Sams, including soon to be released book: Flipping the Science Classroom.

This is the fourth in a series of episodes on the biggest mistakes teachers make when flipping their classrooms. Follow: @jonbergmann @bamradionetwork #edchat #flipclass #teachers Jon Bergmann is a teacher, educational coach, and writer who has had the privilege of helping educators “turn learning on its head.” Jon, along with Aaron Sams, is considered a pioneer in the Flipped Class Movement. He spent 24 years as a middle and high school science teacher before becoming the lead technology facilitator for a school district in the Chicago suburbs. Jon helps educators and corporations turn learning on its head by bringing flipped learning into schools and organizations and continues to write about education both on his blog and in books. He co-wrote three books with Aaron Sams, including soon to be released book: Flipping the Science Classroom.

This is the third in a series of episodes on the biggest mistakes teachers make when flipping their classrooms. Follow: @jonbergmann @bamradionetwork #edchat #flipclass #teachers Jon Bergmann is a teacher, educational coach, and writer who has had the privilege of helping educators “turn learning on its head.” Jon, along with Aaron Sams, is considered a pioneer in the Flipped Class Movement. He spent 24 years as a middle and high school science teacher before becoming the lead technology facilitator for a school district in the Chicago suburbs. Jon helps educators and corporations turn learning on its head by bringing flipped learning into schools and organizations and continues to write about education both on his blog and in books. He co-wrote three books with Aaron Sams, including soon to be released book: Flipping the Science Classroom.

This is the second in a series of episodes on the biggest mistakes teachers make when flipping their classrooms. Follow: @jonbergmann @bamradionetwork #edchat #flipclass #teachers Jon Bergmann is a teacher, educational coach, and writer who has had the privilege of helping educators “turn learning on its head.” Jon, along with Aaron Sams, is considered a pioneer in the Flipped Class Movement. He spent 24 years as a middle and high school science teacher before becoming the lead technology facilitator for a school district in the Chicago suburbs. Jon helps educators and corporations turn learning on its head by bringing flipped learning into schools and organizations and continues to write about education both on his blog and in books. He co-wrote three books with Aaron Sams, including soon to be released book: Flipping the Science Classroom.

In this segment, Jon shares the one thing every teacher should flip on the first day of school. Follow: @jonbergmann @bamradionetwork #edchat #flipclass #teachers Jon Bergmann is a teacher, educational coach, and writer who has had the privilege of helping educators “turn learning on its head.” Jon, along with Aaron Sams, is considered a pioneer in the Flipped Class Movement. He spent 24 years as a middle and high school science teacher before becoming the lead technology facilitator for a school district in the Chicago suburbs. Jon helps educators and corporations turn learning on its head by bringing flipped learning into schools and organizations and continues to write about education both on his blog and in books. He co-wrote three books with Aaron Sams, including soon to be released book: Flipping the Science Classroom.

This is the first in a series of episodes on the biggest mistakes teachers make when flipping their classrooms. Follow: @jonbergmann @bamradionetwork #edchat #flipclass #teachers Jon Bergmann is a teacher, educational coach, and writer who has had the privilege of helping educators “turn learning on its head.” Jon, along with Aaron Sams, is considered a pioneer in the Flipped Class Movement. He spent 24 years as a middle and high school science teacher before becoming the lead technology facilitator for a school district in the Chicago suburbs. Jon helps educators and corporations turn learning on its head by bringing flipped learning into schools and organizations and continues to write about education both on his blog and in books. He co-wrote three books with Aaron Sams, including soon to be released book: Flipping the Science Classroom.

MSM 294:  Another Rathole! Formative Sideburns and Pexels. Jokes You Can Use: Thoughts for the day: Eileen Award: Twitter: Kevin McGoldrick, Google+: Whitney Hickman Advisory: Middle School Science Minute by Dave Bydlowski (k12science or davidbydlowski@mac.com) MIDDLE SCHOOL SCIENCE MINUTE-COMPUTATIONAL THINKING I was recently reading the November, 2014 issue of "Science Scope," a magazine written for middle school science teachers, published by the National Science Teachers Association. In this issue, I read an article entitled "Exploring the Science Framework and NGSS: Computational Thinking in the Science Classroom, written by Cary Sneider, Chris Stephenson, Bruce Schafer and Larry Flick. Computational thinking is a fundamental skill for everyone, not just computer scientists. To reading, writing and arithmetic, we should add computational thinking to every child's analytical ability. http://k12science.net/Podcast/Podcast/Entries/2014/12/19_Middle_School_Science_Minute-Computational_Thinking.html From the Twitterverse: #mschat every Thursday at 8:00 pm Eastern Standard Time. And as Troy says, “The Twitter never stops!” Strategies: 13 Ways to Use Socrative as a Formative Assessment Moodle eCommunity https://moodle.org/mod/forum/discuss.php?d=277170 Resources: Pexels Free High Quality Images that are free to use. http://www.pexels.com/ DuoLingo for Schools Bring the world's most popular language-learning platform to your classroom. No ads, 100% free. https://schools.duolingo.com/ Oregon Trail - Online https://archive.org/details/msdos_Oregon_Trail_The_1990 Web Spotlight: Minnesota schools hit glitches with online testing http://www.twincities.com/localnews/ci_27211647/minnesota-schools-hit-glitches-online-testing Grading Thaime! The Originals. Last year, I swept the nation with an album I posted on reddit where I explained my “Little Red Writing Pen” rule. Unfortunately the nation didn’t know it was being swept. So now I will attempt to re-sweep (and possibly mop, wax, and finally get that weird brown-yellow stain out of) the nation by releasing the same exact images! But this time with some descriptions and the names blacked out. Also I am going to release the rest of the collection. To explain, I was an 8th-9th grade science teacher at an all girls Thai school in Bangkok, and I established a rule with my students: If you draw something, I will add to it. They drew, I added, and this is the original album of drawings I posted. I continued to draw on their papers, but I did not continue to post them. This is what is referred to as “foreshadowing.” I have many more images to come! http://squeezymo.wordpress.com/ http://dangerouslyirrelevant.org/2015/01/higher-level-thinkers-dont-just-magically-emerge-from-low-level-thinking-spaces-slide.html Random Thoughts . . . Conference Thoughts Personal Web Site

Kelly Morgan joins Justin Baeder to discuss her book, Mastery Learning In The Science Classroom.Interview Notes, Resources, & Links Purchase Kelly's book, Mastery Learning In The Science Classroom.About Kelly MorganKelly Morgan Dempewolf, PhD helps teachers develop the scientist in every student. She writes and publishes resources on student-paced mastery learning on her website, KellyMorganScience.com. Dr. Morgan is author of Mastery Learning in the Science Classroom (NSTA Press). You can get her eBook Creating Dynamic Questions

MSM 282: Own your own stuff, just don’t call a plumber. Presented in collaboration with the Association for Middle Level Education. Jokes You Can Use: Eileen Award: Twitter: André Sprang, Joseph Kenney, KJ Wari, Jochen Horst Advisory: Humans Need Not Apply The video below is long (15 minutes), but thoughtful and riveting. It make the case that just as horses have been replaced by technology, humans are next. If that sounds like silly logic, invest one minute, just to see what you think. www.loopinsight.com/2014/08/16/humans-need-not-apply Getting Over Procrastination http://www.newyorker.com/science/maria-konnikova/a-procrastination-gene Middle School Science Minute by Dave Bydlowski (k12science or davidbydlowski@mac.com) Middle School Science Minute -- Think Apps I was recently reading the Summer, 2014 issue of "Science Scope," a magazine written for middle school science teachers, published by the National Science Teachers Association. In this issue, I read an article entitled "Think Instruments, Think Apps: Using App-Based Technology in the Science Classroom" written by Nancy H. Heilbronner. In the article, Nancy describes 10 apps that would be helpful to use in the science classroom. All 10 of the apps could take the place of costly scientific instruments. From the Twitterverse: #mschat every Thursday at 8:00 pm Eastern Standard Time. And as Troy says, “The Twitter never stops!” Strategies: Who's a Math Nerd? *raising hand* http://iamamathnerd.wordpress.com/2014/01/04/countingcircles/ 4 Big Things Transformational Teachers Do http://www.edutopia.org/blog/big-things-transformational-teachers-do-todd-finley Resources: 27 Ways To Promote Intrinsic Motivation In The Classroom by TeachThought Staff http://www.teachthought.com/teaching/27-ways-promote-intrinsic-motivation-classroom/ Web Spotlight: 4 Steps Towards A More Personal Classroom by Linda Pruett http://www.teachthought.com/learning/getting-started-personalized-learning/ 5 Ways to Assess Learning without Giving a Test I ran into a little push-back about assessment. The chief complaint was that increasing the number of assessments requires teachers to give up more instructional time to test kids. I couldn't agree more with. We don't need more tests. We need more instruction. But here's the deal. Assessment is not testing. Assessment is determining if learning is actually taking place. In fact, assessment is a vital component on excellent instruction, and without assessment, you're not delivering instruction. You're disseminating information and opportunities to learn. http://leadlearner2012.blogspot.com/2014/07/5-ways-to-assess-learning-without.html Why All Students Should Write: A Neurological Explanation by Judy Willis M.D., M.Ed., radteach.com http://www.teachthought.com/literacy-2/why-all-students-should-write-a-neurological-explanation-for-literacy/ A strange definition of a ‘bad’ teacher http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/08/09/a-strange-definition-of-a-bad-teacher/ Ideas Of The Mind (Wandering, Divergent And Flipped) In many organizations, we are so intent on the problems and walls that stand before us, that we never allow ourselves the time necessary to think past, around or beyond them. We spend our waking time and mental capacity being now-focused. Completely immersed in plodding forward…and pushing those walls and obstacles with us. Never realizing that taking a step back will not only improve our perspective, but unveil a variety of routes forward that may have not been noticeable, previously. http://dculberh.wordpress.com/2014/07/15/ideas-of-the-mind-wandering-divergent-and-flipped/ Random Thoughts . . . Own your information. eCommunity for Moodle Personal Web Site

Our guest has moved to a flipped mastery model for his government class. In this segment he shares his wins, setbacks and best advice. Follow: @jonbergmann @bamradionetwork #edtechchat #edchat #edtech #flipclass Mike Bruckner is a Social Studies teacher at Catholic Memorial High School. He earned his B.A. from Concordia University Wisconsin (2008) and his M.A.Ed. from Wisconsin Lutheran College (2013). Through his graduate work, specializing in Instructional Technology, Mike began researching the Flipped model of teaching and learning.

Heim Middle School - Far West Teacher Center Network

Jokes You Can Use: A vertically challenged psychic was arrested one day. He escaped from jail and the newspaper headline read, "SMALL MEDIUM AT-LARGE." Hoss rode into town to buy a bull. Unfortunately, when he bought it, he was left with one dollar. Hoss needed to tell his wife to come with the truck and get the bull, but telegrams cost one dollar per word. Hoss said to the telegram man,"OK. I have my one word-'comfortable'." Why do you want to tell her that?” asked the telegram man. "Oh, she's not the best reader," Hoss said. "She'll read it really slowly". Did you hear about the accountant with insomnia? He decided to try counting sheep, but he made a mistake and was up all night trying to find it! Eileen Award: Scoopit: Twitter: Jennifer Larson Facebook: Google+: Alec Couros, Wes Fryer iTunes: eMail: Advisory: Rationalization & Dishonesty Dan Ariely does an RSA animate speech. Warning there are swear words (hell is used twice). There is also a discussion about confession. http://www.youtube.com/watch?feature=player_embedded&v=XBmJay_qdNc#! Belgian Coal Miners * Note there are lots of images at the base site. They have a warning about needing to be over 14. Interesting, I was given a warning about several pictures for which absolutely no warning was needed. http://vintagephoto.livejournal.com/5767874.html Middle School Science Minute by Dave Bydlowski (k12science or davidbydlowski@mac.com) This podcast is based on an article from the September, 2012 issue of Science Scope. A magazine for middle school science teachers, published by the National Science Teachers Association. The article was entitled "Successful Co-Teaching in the Science Classroom." The article was written by Leslie Forbes and Stacy Billet Co-teaching has become a popular concept in the field of education, especially as related to special education. There are five main types of co-teaching: lead and support; station teaching; parallel teaching; alternative teaching; and team teaching. Although the research on co-teaching is limited, it is growing and what is available is generally positive. From the Twitterverse: Don’t forget #mschat on Thursdays at 8:00 pm EST on Twitter! Resources: Eight Things Skilled Teachers Think, Say, and Do Larry Ferlazzo http://www.ascd.org/publications/educational-leadership/oct12/vol70/num02/Eight-Things-Skilled-Teachers-Think,-Say,-and-Do.aspx Mysteries of Vernacular Clew? http://www.mysteriesofvernacular.com/ Historical Thinking Matters Welcome to Historical Thinking Matters, a website focused on key topics in U.S. history, that is designed to teach students how to critically read primary sources and how to critique and construct historical narratives. Read how to use this site. http://historicalthinkingmatters.org/ How to tell students they are wrong Web Spotlight: How Americans Spend Their Money Events & Happenings:

Jokes You Can Use: 1. What time of day was Adam born? A little before Eve. Why was Adam a famous runner? He was first in the human race. 2. On our way home from visiting family we stopped at a Culver’s to grab some breakfast. Sitting in the booth across the way was Santa. He had ordered the Eggs Benedict and when the nice Culver’s chap brought out his order he set down a hubcap in front of the jolly old elf. As he passed me I stopped him and asked about the hubcap. He said, “Oh, well, there’s no plate like chrome for the Hollondaise …” On Our Mind: Holidays. Eileen Award: Luke Rakoczy Craig Cadman Michael Palmer Lynda Gonzalez-Napier Advisory: Middle School Science Minute by Dave Bydlowski (k12science or davidbydlowski@mac.com) This one is about using Gummi Bears in the Science Classroom. From the Twitterverse: Don’t forget to join the conversation on MiddleTalk and Twitter at #midleved this Friday at 8:00 pm EST. News: TED Presentation: On-line Charters http://www.youtube.com/watch?v=4L_wfX3MzRE Can We Really Learn Online? Response to NYTimes on Wall Street's Digital Learning Enterprises http://hastac.org/blogs/cathy-davidson/2011/12/13/can-we-really-learn-online-response-nytimes-wall-streets-digital-lea Resources: Snag Films National Geographic Channel: *Thanks to Richard Byrne at Free Tech for Teachers - http://www.freetech4teachers.com/2011/12/watch-75-full-length-national.html http://www.snagfilms.com/films/browse/category/national_geographic Web Spotlight: Overcoming the Divide Between Curriculum and Technology Leaders The digital revolution is changing how many U.S. school districts create ­engaging learning environments, with collaboration between the ­curriculum and technology ­departments slowly becoming the norm rather than the exception. By ­developing a common language around how students learn best, these leaders are fostering a shared vision for effective 21st century learning. Unfortunately, there remains a striking gap between this vision and the day-to-day strategic work these leaders are doing. http://www.edtechmagazine.com/k12/article/2011/12/overcoming-divide-between-curriculum-and-technology-leaders iPad App listing by Dan Callahan on Pinterest iPad apps categorized by subject. http://pinterest.com/dancallahan/ Try these 10th-grade quizzes created from Florida’s standardized test We decided to do this because of the enormous popularity of a guest post I published last week by educator Marion Brady about a school board member in Florida who decided to take the state standardized test. http://www.washingtonpost.com/blogs/answer-sheet/post/try-these-10th-grade-quizzes-created-from-floridas-standardized-test/2011/12/13/gIQABBR6rO_blog.html?wprss=answer-sheet A superintendent calls school reformers’ bluff By John Kuhn As a public school administrator, I have been a steadfast critic of the legacy of No Child Left Behind. But I’ve recently figured out a way that school reformers can get me on their side. It’s very simple. http://www.washingtonpost.com/blogs/answer-sheet/post/a-superintendent-calls-school-reformers-bluff/2011/12/11/gIQABKBXoO_blog.html?wprss=answer-sheet Phishing Quiz Ever wonder how good you are at telling the difference between a legitimate website and one that's a phishing attempt? Take this quiz to find out. http://www.opendns.com/phishing-quiz/ Strategies: An Interactive Strategy for Reading Assignments in All Content Areas http://www.amle.org/Publications/MiddleLeveliNSIDER/Articles/ReadingAssignments/tabid/2532/Default.aspx AMLE 2011: Classroom Management & Student Motivation "The Keys to Raising Student Achievement" Events & Happenings: Calendar of Events:

Decades of research in Physics and Astronomy Education have shown that traditional lecture is not very effective in promoting true conceptual understanding among students in science classes. Interactive Learning Strategies, based on research into students' beliefs and reasoning difficulties, are designed to promote active engagement by students in the classroom. Considerable research has shown that supplementing traditional instruction with these research-based, learner-centered activities helps students make impressive conceptual gains over traditional instruction. A review of research and an overview of instructional strategies will be provided, and modeled during this presentation. Active audience participation will be required, allowing participants to experience the effects of Interactive Learning directly.

In Episode 68, hosts Brian Bartel and Dale Basler talk with Mark Schober about using Modeling Instruction in the science classroom.  As president of the American Modeling Teacher's Association, Mark shares with us a history of modeling, how it can be used in the classroom and that it is for more than physics courses.

Features Todd Williamson, a 7th grade science teacher who employed student-created podcasts to enrich a science unit on human body systems. Todd explains how producing the podcasts helped students improve science, literacy, and technology skills and understanding.

Parallel Session IV-C, Sunday Afternoon, 3 August 2008, Science Teaching-Methods and Expectations