I’ll begin posting new questions and answers in early September, and during the summer will be sharing thematic posts bringing together responses on similar topics from the past five years. You can see all those collections from the first four years here.
Here are the ones I’ve posted so far:
Today’s theme is on science instruction. You can see the list following this excerpt from one of them:
Maria Grant, Diana Lapp, Judy Reinhartz, Lori Fulton, Brian Campbell and Laura Cabrera contribute their ideas on using the Next Generation of Science Standards with English Language Learners.
Alicia Johal, Maria Montalvo-Balbed, Donna Barrett-Williams, Caleb Cheung, Laura Prival , Claudio Vargas and Ariane Huddleston share their suggestions on using the NGSS with English Language Learners.
Laura Blankenship, David Malpica, David Thornburg, and Terry Graff have contributed commentaries on the role of 3D Printers in The Maker Movement.
Tanya Baker from The National Writing Project discusses implications The Maker Movement has for different content areas, National Teacher of the Year Jeff Charbonneau elaborates further on its connect to STEM, and Leslie Texas and Tammy Jones make a connection to Project-Based Learning.
Sylvia Libow Martinez and Gary S. Stager graciously adapted a portion of their book, Invent To Learn: Making, Tinkering, and Education in the Classroom, into a piece for this blog.
Dr. Carl Wieman, winner of the Nobel Prize in Physics in 2001 and well-known for his advocacy of cooperative and engaging methods for teaching science, shares his thoughts.
Linda Shore, director of the Exploratorium Teacher Institute, and high school science teacher Amy Lindahl offer their responses in this post.
High school physics teacher Frank Noschese, middle school science teacher Paul Cancellieri, and Steve Spangler, well-known teacher-trainer and creator of science multimedia tools, respond to the question here.
Middle school science teachers Marsha Ratzel and Paul Bruno share their responses in this piece.
The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.