These K-12 research-based courses draw upon data from the National Board for Professional Teaching Standards’ performance assessment of science teachers. The courses may be taken individually or as a series.
Each course is 45 instruction hours and costs $405 (unless a discount promocode is offered).
Credit options include: 60 SC Renewal Credits; 4.5 NC Renewal Credits; 4 GA PLUs; or 3 Graduate Credits (for addt'l fee)
- SCIE602: Accomplished Science Teaching: Building Student Understanding
- First in the series. Through this course, learners focus on the evolution of student learning of science concepts. With an understanding of how science concepts build on each other, whether within a unit or grade or across grades, teachers can make well-informed instructional decisions and help students build their own understanding more efficiently. Several ideas in this course will be revisited in more depth in the other courses from the Accomplished Science Teaching series.
- SCIE607: Accomplished Science Teaching: Letting Science Lead
- Second in the series. This course focuses on the scientific content of a lesson. While it’s easy to find engaging and fun science activities to include in science instruction, this course will ensure the science is leading the development of the lesson. Learners will consider what students should learn from their science education and through an exploration of scientific and engineering practices, as outlined in the National Research Council's A Framework for K-12 Science Education, and two inquiry-based models, learners will build an effective science lesson that lets the science lead. Several ideas in this course will be revisited in more depth in the third course from the Accomplished Science Teaching series.
- SCIE609: Accomplished Science Teaching: Guiding Student Learning Syllabus
- Third in the series. Through this course, learners will be able to focus on being purposeful and reflective about different aspects of lesson planning and implementation that help students learn. Learners look at several aspects—from the students themselves, to the atmosphere in which they're asked to learn science, to what can be done to be certain they are learning the intended goals and concepts.
Note: These are facilitated courses. Learners submit coursework and participate in asynchronous discussions throughout the course term and receive graded feedback.
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