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Science — Study and Teaching (Elementary)
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2.

Craig Johnson: 8th Grade Science

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A classroom lesson is taught and then evaluated using the STAR Classroom Observation Protocol (TM) developed by and for The BERC Group Inc.
DVD
2008; 2005
Clemons (Stacks)
3.

The Many Faces of Learning [electronic resource]

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Presents the thoughts of guest educators on why they think it is important to continually examine the learning process. Invites personal reflection on beliefs about learning. Re-examines the learning process.
Online
1999
4.

Intellectual Development [electronic resource]

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Explores the power of the mind and consider the notion that every child can learn everything. Eleanor Duckworth discusses the importance of teaching for a deep and lasting understanding, and explains why it is important to give students time to work through their own ideas and experience confusion in order to achieve such understanding.
Online
1999
5.

Conceptual Thinking [electronic resource]

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Focuses on concept maps as tools for helping students learn. Joseph Novak explains how students learn by assimilating new concepts into their already existing frameworks. Takes a teacher step-by-step through the design and process of concept mapping. Shows concept maps being used in a variety of different ways in mathematics and science lessons.
Online
1999
6.

Inquiry [electronic resource]

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Hubert Dyasi discusses inquiry-based learning in science and explains why it is essential in all subjects. The episode shows several classrooms where inquiry learning is taking place and explores various inquiry strategies that can be used in the classroom.
Online
1999
7.

The Mind's Intelligences [electronic resource]

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Explores Howard Gardner's theory of multiple intelligences and illustrates his theory being applied in a variety of different classrooms. Gardner discusses the importance of the disciplines and shares his thoughts on educational reform in America.
Online
1999
8.

Design, Construction, and Technology [electronic resource]

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Focuses on technology as an aid for learning. Mitchel Resnick discusses the effect of technology on learning when students design and construct tools to support their own inquiries. Shows examples of teachers using technology in their classrooms. Provides a sneak peek at Resnick's newest learning tool.
Online
1999
9.

Behind the Design [electronic resource]

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Examines prototypical, engineering designs modelling how students modify these and learn physical science principles as they do so. Philip Sadler, Ed.D. believes young children are natural designers and builders, but if their interest is not fostered, it may wane as they move through the grades. This workshop focuses on the use of simple design prototypes that children are asked to improve upon in order to meet a particular challenge. The theories are tested in middle school classrooms and discussed by teachers using design experiences using with their students.
Online
2000
10.

Conceptual Change [electronic resource]

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Explores the role played by prior knowledge in the learning of new science ideas. Demonstrates that only when a new idea is understood, accepted, and found to be useful does it begin to be exchanged for a previously held scientific belief. Examines how teachers ideas about teaching and learning may be altered as they engage students in strategies designed to promote conceptual change.
Online
2000
11.

Infusing Critical and Creative Thinking [electronic resource]

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Considers how critical and creative thinking can be infused throughout the curriculum to assist students to better understand science concepts. Contrasts this with direct instruction in non-curricular contexts. Films classrooms where teachers have restructured their lessons to infuse thinking skills and, in the process, added richness and depth to their students learning.
Online
2000
12.

Learning to Listen [electronic resource]

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Studies students learning-in-progress and discusses ways to assess the development of their science content and process skills. Shows how to provide students with the feedback needed to help them refine their ideas, and develop and test their science questions.
Online
2000
13.

Guiding Student Ideas [electronic resource]

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Focuses on eliciting student ideas, which often reveals a wide range of prior knowledge and experience. Teachers consider steps they can take to steer student thinking and questioning and to bring focus to student investigations.
Online
1999
14.

Building Investigations From Questions [electronic resource]

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Teachers focus on steps they can take to help students design their own investigations after they have posed questions to answer.
Online
1999
15.

Uncovering Critical-Thinking Skills [electronic resource]

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Focuses on the importance of encouraging students to think critically about hands-on experiences. Teachers examine steps they can take to develop critical-thinking skills in their students.
Online
1999
16.

Creating Meaning From Dissonance [electronic resource]

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Teachers explore steps they can take to help students learn from one another by communicating, negotiating, and building consensus around the results of their investigations.
Online
1999
17.

Changing Course Due to Unexpected Conditions [electronic resource]

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Focuses on what to do when lessons do not go as planned. Teachers consider steps they can take to diagnose and address conditions mid-lesson.
Online
1999
18.

Tallying the Final Score [electronic resource]

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Teachers examine steps they can take to assess student learning and help students learn by moving away from traditional tests and toward alternative forms of assessment.
Online
1999
19.

Cultivating Connections Outside the Classroom [electronic resource]

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Explores opportunities for teaching math and science that occur outside of the classroom. Teachers focus on steps they can take to create meaningful connections when drawing on resources outside of the classroom.
Online
1999
20.

Charting the Next Move [electronic resource]

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Teachers explore steps they can take to balance classroom issues with local, state, and national requirements.
Online
1999