Plan to Engage Student Interest, Encourage Risk-Taking in Learning

• Published in: NSTA Reports Vol. 31; no. 6; pp. 14 - 15
• Main Author: Delesbore, Sharon
• Format: Trade Publication Article
• Language: English
• Published: Washington National Science Teachers Association 01.02.2020
• Subjects: Classrooms; Educational Environment; Educational Strategies; Individualized Instruction; Instructional Materials; Knowledge; Learning; Learning Processes; School environment; Science; Science Curriculum; Science Teachers; Student Interests; Students; Teachers; Teaching; Teaching Methods; Units of Study

Building scientific content knowledge is important, and learning appropriate terminology is crucial, so graphic organizers-such as the Frayer Model in which students write a word's definition, restate it in their own words, draw a picture, then give an example of its usage-makes students responsible for comprehension. How can I align my lab with standards that don't exist? -G., Illinois This great question leads to the purpose of performance expectations (What are students to learn?) for states that have adopted NGSS and states using their own state science standards. Include these dates on your teaching calendar to help map out the time you have to teach all of the significant performance expectations within your designed units of study.