members of a collaborative group are working with materials or if one student is making all the decisions. This monitoring can be particularly important in classes of diverse students, where social issues of status and authority can be a factor.
Teachers of science orchestrate their classes so that all students have equal opportunities to participate in learning activities. Students with physical disabilities might
Teachers who are enthusiastic, interested, and who speak of the power and beauty of scientific understanding instill in their students some of those same attitudes.
require modified equipment; students with limited English ability might be encouraged to use their own language as well as English and to use forms of presenting data such as pictures and graphs that require less language proficiency; students with learning disabilities might need more time to complete science activities.
ENCOURAGE AND MODEL THE SKILLS OF SCIENTIFIC INQUIRY, AS WELL AS THE CURIOSITY, OPENNESS TO NEW IDEAS, AND SKEPTICISM THAT CHARACTERIZE SCIENCE. Implementing the recommendations above requires a range of actions based on careful assessments of students, knowledge of science, and a repertoire of science-teaching strategies. One aspect of the teacher's role is less tangible: teachers are models for the students they teach. A teacher who engages in inquiry with students models the skills needed for inquiry. Teachers who exhibit enthusiasm and interest and who speak to the power and beauty of scientific understanding instill in their students some of those same attitudes toward science. Teachers whose actions demonstrate respect for differing ideas, attitudes, and values support a disposition fundamental to science and to science classrooms that also is important in many everyday situations.
The ability of teachers to do all that is required by Standard B requires a sophisticated set of judgments about science, students, learning, and teaching. To develop these judgments, successful teachers must have the opportunity to work with colleagues to discuss, share, and increase their knowledge. They are also more likely to succeed if the fundamental beliefs about students and about learning are shared across their school community in all learning domains. Successful implementation of this vision of science teaching and learning also requires that the school and district provide the necessary resources, including time, science materials, professional development opportunities, appropriate numbers of students per teacher, and appropriate schedules. For example, class periods must be long enough to enable the type of inquiry teaching described here to be achieved.
Teachers of science engage in ongoing assessment of their teaching and of student learning. In doing this, teachers
Use multiple methods and systematically gather data about student understanding and ability.