As school leaders become more focused on successfully implementing the Next Generation Science Standards, I’ve noticed one topic is getting more attention than ever before: how important it is that principals understand the new standards and the expectations of a next generation science classroom.Continue reading
Some values will resonate with us, and some simply will not. Modes of instruction like test prep, for example, are not going to resonate with the values of schools and districts where authentic student-centered instruction is a value, because the drill-and-kill nature of test prep is simply at odds with authentic teaching. To participate in that is a violation of the values of the school and of the district.
How we go about our work matters deeply for how successful we are in introducing effective STEM instruction into our schools. It also matters deeply for how successfully you manage to knit your team together and earn their respect as a leader. In the example here, we can see that the what and the why of everyday instruction must align to our values, or we won’t get very far. Instead, mode of instruction (the what) must match our values (the why).Continue reading
If you haven’t really thought about it, the values teachers might ascribe to their classrooms, their schools or school in general might look like a blank page to you. However, everyone brings their own values and core beliefs to the table.
Let’s take a step back from the Next Generation Science Standards, which set the stage for the challenges ahead, and talk for a bit about how to manage the change they will require in the context of our teaching teams, our school buildings and even our districts.Continue reading
The Next Generation Science Standards represent a foundational shift for a lot of educators, because this is not how our schools of education teach science teachers, elementary generalists or others about science. The mode of instruction for science that has been standard in our classrooms – those teaching students and those educating teachers both – follows a traditional model.
The traditional model of science education, in which the teacher hands facts to students, demonstrates phenomena and explains what’s going on. To prove their understanding, students recall these facts, perform the same demonstrations and summarize the phenomena their teachers have explained. This is a performance-recall model of education.Continue reading
The Next Generation Science Standards are changing what science classrooms around the country should look like.Continue reading
While both Next Generation Science Standards and Common Core State Standards offer direction for curriculum design and student learning in the classroom, there are some significant differences both in the manner of their fulfillment in the classroom and in the tone behind their development and rationale.Continue reading
Previously, we wrote on researcher David Logan's concept of tribal leadership. (If you missed the first post, click here.)
Here's how the five stages map into K-12 education, science and leadership.Continue reading
When we think of a “tribe,” the image of indigenous peoples often comes to mind: a group of people who are distinctly different from the general society. Or, as anthropologist David Corry suggested, tribes are made of people who “have followed ways of life for many generations that are largely self-sufficient, and are clearly different from the mainstream and dominant society.”
However, as researcher and USC professor Dr. David Logan and his colleagues discovered, we are all members of tribes. In fact, we're each members of several tribes. We may belong to a political tribe that favors one party or another. We may be a member of another tribe defined by its religious belief, its preference for a particular sports team or one's chosen profession—soldier, factory worker, teacher or lawyer.