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Spokane, Washington
Pages 146-152

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From page 146...
... " This question emergent from work on the module Microworlds, a Science and Technology for Children life science unit in the district's new inquiry-centered science program. The philosophy behind the inquiry-centerecl approach is that as much as possible, children's interests and questions drive classroom cliscussions.
From page 147...
... The science committee spent long hours wrestling with the topics to be covered in the curriculum, getting input from teachers, en cl developing a comprehensive curriculum matrix made up of life science, physical science, en cl earth science strands, with special emphasis on environmental issues and technology. Once the strands were established, the district invited representatives from many companies to visit en cl present their products.
From page 148...
... The following month, Stowell and Gibbs held the clistrict's first summer institute for lead teachers. The institute lasted four weeks and provided professional development activities for 75 district teachers en cl 20 teachers from private schools.
From page 149...
... Indeed, creating a workable materials support center is one of the real challenges facing school districts engaged in reform. A district such as Spokane, which serves 800 elementary school teachers, must supply kits to the schools, refurbish them, keep track of inventory, and pick the kits up on time.
From page 150...
... The inventory sheet ensurecl that the kits would be ready when the teachers needed them. Along with keeping track of the inventory, Norwood en cl Stowell developed a workable pickup and delivery schedule.
From page 151...
... The lead teachers as well as classroom teachers have been given the option of participating in advanced workshops. Also, a subcommittee consisting of the original lead teachers has begun to identify the essential learning goals for each module and to correlate them with the goals defined in state en cl national standards.
From page 152...
... Science program staff must be realistic about the goals of the professional development program. Most teachers will need to pass through a period of"mechanical use" before they master all the fine points of inquiry-centered science teaching.


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