As students walk into class, they gather all their materials and get to work right away on their collaborative projects.
Groups are independently engaged in their learning.
“I think greenhouses are going to be too expensive, but let’s look up the costs.”
“I think we should make a movie to tell others about our plan, because that’s more interesting than a PowerPoint.”
Does this scenario sound like a dream classroom, especially during the last few weeks of school? Well, what if this could be your classroom reality?
Keeping yourself and your students charged at the end of the school year sounds great and somewhat daunting. June can be taxing for students and teachers alike. However, the end of the year can also be the perfect time to try out new teaching practices and student-centered learning strategies.
If you lean in to the opportunity to reinvigorate your day-to-day routines, you can set yourself up to finish on a strong note, in terms of both instruction and social-emotional learning.
So, what’s the secret?
Think back to your undergrad work. If you’re like me, you probably can still remember the first lesson you ever created for a methods class. “Caring for Commas” — that was my first lesson (I guess I was a grammar geek even back then). I spent countless hours planning this 15-minute mini-lesson, working tirelessly to ensure all the variables were considered before delivering this masterpiece to my college classmates.
We can all think back to that first lesson, and the hundreds of lessons that we’ve planned with a similar focus and fervor throughout our careers. But there are so many more lessons that we plan with less intensity, less excitement, and that’s okay. However, I’ve recently been thinking about the ways that I’ve grown as a planner, and how I’m able to save time and energy, while still planning purposeful, precise, and passionate lessons for students.
These four tips may help you plan better lessons on purpose, too.
Anyone who has spent time learning about the Next Generation Science Standards (NGSS) is familiar with the three-dimensional aspect of the Standards — an integration of disciplinary core ideas, cross-cutting concepts, and science and engineering practices. While most would reason science education has always involved themes and practices in addition to the content, the integral shift the NGSS offer is that each of these is given equal status.
The Next Generation Science Standards changed how science is assessed. Students must show proficiency in all three dimensions, not just content mastery.