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  1. Emily Weiss
  2. Presenter’s NSFRESOURCECENTERS
  3. University of California, Berkeley
  1. Hilda Borko
  2. Presenter’s NSFRESOURCECENTERS
  3. Stanford Graduate School Education
  1. Bernadette Chi
  2. Presenter’s NSFRESOURCECENTERS
  3. University of California, Berkeley
  1. Jonathan Osborne
  2. Presenter’s NSFRESOURCECENTERS
  3. Stanford Graduate School Education
  1. Craig Strang
  2. Presenter’s NSFRESOURCECENTERS
  3. University of California, Berkeley

PRACTISE (Practicum Academy to Improve Science Education)

NSF Awards: 1223021

2015 (see original presentation & discussion)

Grades K-6

The Lawrence Hall of Science at the University of California, Berkeley and Graduate School of Education at Stanford University are designing, implementing, studying and documenting the efficacy of an innovative model for science professional development for elementary teachers. The Academy model consists of three components—a Summer Institute, a Summer Teaching Practicum, and academic year Follow-up sessions. The intensive, week-long summer Institute helps teachers learn to facilitate scientific discourse and, specifically, argumentation from evidence. Following the Institute, teachers spend two weeks in a teaching Practicum. In trios they teach science, including opportunities for argumentation, for two hours each morning in a summer school program, during which they are videotaped. Practicum teachers are immediately able to: practice new instructional strategies in a highly supported and “low stakes” environment; analyze videos of their own teaching; reflect on their practice and receive feedback from colleagues and coaches; then adapt their instructional practices for the following day. The third component of the Academy is a series of Follow-up sessions during the academic year, designed to provide guidance and support for teachers as they incorporate the new instructional practices into their ongoing classroom instruction. To test the efficacy of the practicum-based Academy model, the Hall team delivered two versions of the program—the full Academy and the Academy minus the Practicum. Over a 3-year period, we are comparing the practices of teachers and learning outcomes of their students who experienced the two versions.

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