• Focus and support inquiries while interacting with students.

  • Orchestrate discourse among students about scientific ideas.

  • Challenge students to accept and share responsibility for their own learning.

  • Recognize and respond to student diversity and encourage all students to participate fully in science learning.

  • Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.

TEACHING STANDARD C:

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.

  • Analyze assessment data to guide teaching.

  • Guide students in self-assessment.

  • Use student data, observations of teaching, and interactions with colleagues to reflect on and improve teaching practice.

  • Use student data, observations of teaching, and interactions with colleagues to report student achievement and opportunities to learn to students, teachers, parents, policy makers, and the general public.

TEACHING STANDARD D:

Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science. In doing this, teachers

  • Structure the time available so that students are able to engage in extended investigations.

  • Create a setting for student work that is flexible and supportive of science inquiry.

  • Ensure a safe working environment.

  • Make the available science tools, materials, media, and technological resources accessible to students.

  • Identify and use resources outside the school.

  • Engage students in designing the learning environment.

TEACHING STANDARD E:

Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning. In doing the, teachers

  • Display and demand respect for the diverse ideas, skills, and experiences of all students.

  • Enable students to have a significant voice in decisions about the content and context of their work and require



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