Literacy for Science Exploring the Intersection of the Next Generation Science Standards and Common Core for ELA Standards: A Workshop Summary (2014) / Chapter Skim
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5 Preparing Teachers to Effectively Interweave Science and Literacy Instruction
5 Preparing Teachers to Effectively Interweave Science and Literacy Instruction
Pages 45-64
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, while also naturally and effectively weaving in literacy practices. Two of these case studies featured teacher preparation programs in university settings, and the remaining three featured different approaches to professional development for practicing teachers.
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However, to be effective, she said teachers must also have content knowledge specifically related to teaching, such as the common difficul ties that students encounter and the strengths and weaknesses of various ways of representing science ideas. In addition, teachers also need a repertoire of teaching strategies that map onto NGSS and Common Core State Standards for English Language Arts (CCSS for ELA)
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Next, Davis described the University of Michigan novice teacher preparation program for elementary education students. As with the secondary teacher educa tion program, the elementary education program is carefully sequenced.
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In sum, Davis suggested that novice teacher preparation programs must provide students with disciplinary and pedagogical content knowledge, a set of high-leverage teaching strategies, and an understanding of their ethical obliga tions as teachers. Box 5-2 shows a set of experiences, strategies, and skills that novice teachers need in these programs to enact the visions of the NGSS and CCSS for ELA in Davis' view.
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The teacher preparation program involves helping novices unpack the existing curriculum and the NGSS to identify science ideas around which to plan "anchoring events." Next, Berk offered an example of an anchoring event that she planned. She focused on the spread of English ivy as an invasive species and trying to deter mine why it was harmful.
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After planning for engagement, novice science teachers focus on learning how to elicit student ideas, Berk stated. An important overarching element to this phase is the idea that teaching must specifically attend to ensuring that all students are able to contribute and access the curriculum.
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To help students learn these strategies, teachers use scaffolds during prereading, reading, and postreading. Preparing Teachers to Effectively Interweave Science and Literacy Instruction 51
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She supported students in their creation of a poster that had columns for activities, observations students made during those activi ties, explanations for their observations based on readings of various texts, and ideas about how that activity contributed to understanding of the anchoring event. 52 Literacy for Science
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She then had students post their papers on a larger poster, on which their peers could write feedback and ideas for further refining their final explanations. Preparing Teachers to Effectively Interweave Science and Literacy Instruction 53
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Third, NGSX explicitly addresses pedagogy and how teachers can support student practices and discourse, again using video exem plars. In Moon's words, an approach that includes video exemplars helps to "get at something that's very critical in getting to this new vision and that's helping teachers imagine what this looks like and what it feels like." NGSX is a blended learning model organized into learning pathways, according to Moon.
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In closing, she emphasized that the hands-on approach to professional development assisted her in internalizing the approaches to teaching science and in bringing the practices back to her classroom. Preparing Teachers to Effectively Interweave Science and Literacy Instruction 55
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Even teachers who have participated in excellent teacher preparation pro grams continue to need these opportunities, she argued. With regard to literacy for science in particular, teachers need to continue to deepen their knowledge as well as their awareness of literacy practices as they are enacted when they read and use language.
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For example, she said she previously felt students had to have a Preparing Teachers to Effectively Interweave Science and Literacy Instruction 57
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Prior to her professional development, she would have had a teacher-centered approach with a PowerPoint presentation, readings, and a "foldable" writing assignment. Now, even though she continues to use the same curriculum, she has learned to adapt it by putting supports into place so that students directly engage with one other as they build knowledge.
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. Preparing Teachers to Effectively Interweave Science and Literacy Instruction 59
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Overall, Moulding argued that professional development for science teachers must parallel very closely what science students should be doing. Performance in science, supported by instruction, assessment, materials, and professional development, is at the intersection of the disciplinary core ideas, crosscutting concepts, and science and engineering practices.
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According to Moulding, "We believe that Preparing Teachers to Effectively Interweave Science and Literacy Instruction 61
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In Moulding's experience, this shift has proven important in helping teachers see that the "world of science is simpler than what we have let them on to believe." In showing examples from two teachers, Moulding emphasized that their activities explicitly support looking for core concepts and reasoning in students' reading, writing, and speaking. In addition, effective scientific classroom discourse also takes place within a supportive classroom culture with rules and an orienta tion towards collaboration and cooperation.
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Preparing Teachers to Effectively Interweave Science and Literacy Instruction 63
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