The Lawrence Hall of Science | PRACTISE: Practicum-Based Professional Development - 2015 @lawrencehallofscience | Uploaded 2 years ago | Updated 23 hours ago
The Lawrence Hall of Science at the University of California, Berkeley and Graduate School of Education at Stanford University are designing, implementing, studying and documenting the efficacy of an innovative model for science professional development for elementary teachers. The Academy model consists of three componentsa Summer Institute, a Summer Teaching Practicum, and academic year Follow-up sessions. The intensive, week-long summer Institute helps teachers learn to facilitate scientific discourse and, specifically, argumentation from evidence. Following the Institute, teachers spend two weeks in a teaching Practicum. In trios they teach science, including opportunities for argumentation, for two hours each morning in a summer school program, during which they are videotaped. Practicum teachers are immediately able to: practice new instructional strategies in a highly supported and low stakes environment; analyze videos of their own teaching; reflect on their practice and receive feedback from colleagues and coaches; then adapt their instructional practices for the following day.
To test the efficacy of the practicum-based Academy model, the Hall team delivered two versions of the programthe full Academy and the Academy minus the Practicum. Over a 3-year period, we are comparing the practices of teachers and learning outcomes of their students who experienced the two versions.
This is one of our NSF federally funded projects aimed at improving STEM and computer science education. This and the other videos in this playlist share strategies to broaden participation, increase access, and equity. To learn more about this program, visit https://www.lawrencehallofscience.org/partners/research/
NSF Program: Discovery Research PreK-12 (DRK-12)
This material is based upon work supported by the National Science Foundation under Grant No. 1223021.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
The Lawrence Hall of Science at the University of California, Berkeley and Graduate School of Education at Stanford University are designing, implementing, studying and documenting the efficacy of an innovative model for science professional development for elementary teachers. The Academy model consists of three componentsa Summer Institute, a Summer Teaching Practicum, and academic year Follow-up sessions. The intensive, week-long summer Institute helps teachers learn to facilitate scientific discourse and, specifically, argumentation from evidence. Following the Institute, teachers spend two weeks in a teaching Practicum. In trios they teach science, including opportunities for argumentation, for two hours each morning in a summer school program, during which they are videotaped. Practicum teachers are immediately able to: practice new instructional strategies in a highly supported and low stakes environment; analyze videos of their own teaching; reflect on their practice and receive feedback from colleagues and coaches; then adapt their instructional practices for the following day.
To test the efficacy of the practicum-based Academy model, the Hall team delivered two versions of the programthe full Academy and the Academy minus the Practicum. Over a 3-year period, we are comparing the practices of teachers and learning outcomes of their students who experienced the two versions.
This is one of our NSF federally funded projects aimed at improving STEM and computer science education. This and the other videos in this playlist share strategies to broaden participation, increase access, and equity. To learn more about this program, visit https://www.lawrencehallofscience.org/partners/research/
NSF Program: Discovery Research PreK-12 (DRK-12)
This material is based upon work supported by the National Science Foundation under Grant No. 1223021.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
