During the summer, I am sharing thematic posts bringing together responses on similar topics from the past 10 years. You can see all those collections from the first nine years here.
Here are the ones I’ve published so far:
Today’s theme is on science instruction. You can see the list of posts following this excerpt from one of them:
Three science educators share their “go-to” teaching strategies, including encouraging student talk and implementing project-based learning.
Three science educators share their favorite instructional strategies, including incorporating a sense of play in their classes.
Four teachers share how they implement culturally responsive instruction in their science classrooms.
Four science educators share online teaching tips, including having students conduct hands-on experiments at home and maintain scientific notebooks.
Four science educators share their experiences adapting to online instruction, including through collaborative learning and the use of online labs.
Linda Tolladay, Patrick L. Brown, James P. Concannon, Ross Cooper, and John Almarode share their “nominations” for the biggest mistakes made by science teachers.
Erin Bridges Bird, Peggy Harte, Patrick Brown, James Concannon, Nick Cusumano, and Donna Markey share ways to use ed-tech in science classes.
Anne Vilen, Sheila Waggoner, ReLeah Cossett Lent, Jason Wirtz, Amy Benjamin, Jennifer L. Altieri, and Fred Ende contribute their suggestions on incorporating writing into science classes.
Mary K. Tedrow, Amy Roediger, Maria Grant, Diane Lapp, Ed.D., Mandi White, Tara Dale, and Becky Bone share their suggestions for how to integrate writing into science classes.
Alfonso Gonzalez, Mike Janatovich, Anne Jolly, and Camie Walker share what they think are the biggest challenges facing science teachers today.
Anne Vilen, Marsha Ratzel, Charles R. Ault Jr., and AJ Sisneros contribute their ideas on the biggest challenges faced by science teachers.
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 connection 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.
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.