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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7 Final Remarks
7 Final Remarks
Pages 77-88
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From page 77... ...
point to the importance of equipping students with a set of tools for critical thinking and making sense of the world, and building new knowledge upon prior knowledge in a cohesive manner. In language arts, teachers develop the means by which students can access, understand, produce, and communicate language for many purposes.
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From page 78... ...
Helping students develop effective reading, writing, and discourse skills means that teachers must possess key knowledge, pedagogy, and strategies, they noted. Several presentations focused on science texts.
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Nancy Romance described Science IDEAS, a curriculum developed for older elementary students. This curriculum is used in place of the language arts block and provides the content about which students read and write.
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PREPARING TEACHERS The workshop included five case studies that focused on how to prepare teachers to teach science in ways that help students to make sense of the world, address ing the particular element of how to prepare them to integrate literacy for science. Two of these cases described ways to prepare preservice teachers, and three cases focused on professional development for practicing teachers.
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Attention is given to how to elicit student ideas and help them work toward building evidencebased explanations for scientific phenomena. Jean Moon described Next Generation Science Exemplar-Based Professional Learning Systems, which makes extensive use of video exemplars to help teachers see what is possible and what literacy for science can look like.
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A key aspect of their support involved imple menting the Literacy Design Collaborative, which supports reading and writing across disciplines. One key feature that Purohit shared with the participants at the workshop included innovative ways to engage community experts throughout sci ence investigations beginning with the planning phase.
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He described three initiatives, bolstered by their governor's package to support teachers, to create a shared vision for science education based on the framework. The first of these initiatives was the creation of Science Academies where a set of facilitators and later other science teachers engaged in professional development to build understanding of new ways of teaching science.
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As students learn to make sense of the world, constructing causal explanations of scientific phenomena, they are building on their prior knowledge. Pearson noted that coherence should exist within science texts as well as in science curricula.
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The second day of the workshop addressed the supports that are needed to help teachers implement literacy for science practices in the classroom, including the necessary professional development, as well as the administrative and systemic supports. Pearson and several other participants summarized some issues that they said had emerged, and they and other individual audience members suggested a few areas that could be addressed through policy and research.
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From page 86... ...
Several panelists and par ticipants suggested elevating in importance the profile of science in K-12 educa tion to be more on par with literacy and mathematics at the school, district, state, and national levels to enact change on a wider scale. Quinn suggested that the workshop had offered "existence proofs," showing that professional develop ment can effectively shift teacher strategies in ways that demonstrably improve student learning.
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Moje offered that the focus for science teachers should be on science literacy only, as distinct from ELA more generally. Finally, many panelists and presenters commented that innovations and research need to reach the field through professional development and other com Final Remarks 87
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munications. Pimentel stated, "Despite the challenges that exist to integrating science investigations and literacy for science on a large scale, I leave here really invigorated .
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