Title: Promoting Effective and Equitable Science Instruction in Personal Practice and in the Science Education Community This microcredential is the third in the Classroom Practice in Science microcredential stack. This stack, when completed, meets Requirement Area #6 of the Elementary Science Endorsement. Through this microcredential applicants demonstrate an ability to promote effective and equitable science instruction both in personal practice and in the science education community.
To earn this microcredential you will need to collect and submit two sets of evidence demonstrating your effective and consistent use of appropriate science instructional strategies. You will also complete a short written or video reflective analysis.
This stack of microcredentials must be completed sequentially starting with Microcredential #1 in the Classroom Practice in Science stack.
This microcredential is not available for educators with a secondary certification.
This microcredential stack completes the competencies for one requirement area of the Elementary Science Endorsement. These competencies are the same regardless of the pathway the educator selects to complete, microcredential stack or university course. Also of note, these competencies are structured to lead the educator through a series of experiences. First, the educator analyzes the purpose of the Learning Intentions and demonstrates proficiency in them (This is typically the first and possibly the second microcredential in the stack). Then, the educator plans, implements, and reflects on instruction for the identified Learning Intentions. The last microcredential in the stack involves educators reaching out to support others in their school, district, state, or nation. This focuses on developing leadership skills and promotes building a professional network of support. Through these experiences, the educator demonstrates competency of the knowledge, skills, and dispositions for the specific requirement area of the educator endorsement.
A system is an organized group of related parts that make up a whole that can carry out functions that its individual parts cannot.
Research from A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (National Research Council, 2012), states that “to develop a thorough understanding of scientific explanations of the world, students need sustained opportunities to work with and develop the underlying ideas and to appreciate those ideas’ interconnections over a period of years rather than weeks or months” (p. 26). This document also asserts that “The framework focuses on a limited set of core ideas in order to avoid the coverage of multiple disconnected topics—the oft-mentioned mile wide and inch deep. This focus allows for deep exploration of important concepts, as well as time for students to develop meaningful understanding” (p. 25). This places the focus on students using the other two dimensions of science instruction identified in The Framework (NRC, 2012), crosscutting concepts and science and engineering practices, to deepen understanding of disciplinary core concepts. Of note, The Framework (NRC, 2012) document is the foundational resource that informed the development of the current Utah Science with Engineering Education (SEEd) Standards (USBE, 2019). Within these standards, the concept of sensemaking of core ideas through crosscutting concepts and science and engineering practices is a foundational principle of science education. However, for teachers to include appropriate sensemaking experiences into instruction, they must also understand how to develop it in students.
This microcredential focuses on preparing educators to promote effective and equitable science instruction both in personal practice and in the science education community.
Reference: National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
Submit the evidence listed below to demonstrate your effective and consistent preparation and planning for elementary science instruction.
Provide and reflect on evidence for your established contributions in the following areas. Your reflection should include how you have contributed to others' growth as educators and how these interactions have changed your own identity as an educator.
❏ The projects and organizations you participate in as an educator to demonstrate your focus on improving science teaching and learning. Your reflection should include how you have contributed to others’ growth as educators as well as how these interactions have changed your own identity as an educator.
❏ Your experiences designing and facilitating professional learning opportunities and communities as a way to sustain ambitious science teaching and continuously support fellow educators.
❏ Collaborations with partners in which you have collaboratively implemented and reviewed effective science teaching and learning.
Use and cite sources that support your practices and claims.
Submit the evidence listed below to demonstrate your effective and consistent implementation of appropriate pedagogical practices for elementary science instruction.
Provide evidence for your established contributions in the following areas:
❏ Your use and advocacy for equitable science instruction. Include evidence of the development of pedagogy that addresses diverse learners and diverse settings.
❏ Partner with an educator in a learning environment that contrasts with your own and with their assistance develop a lesson based on this setting and your partner’s experience. Reflect upon this experience and how “place” plays a role in student learning.
Use and cite sources that support your practices and claims.
Within the next 12 months, what are your plans for collaborating with others in developing effective science teaching and instruction? Submit your response in approximately 150 words.
Within the next 12 months, what are projects and organizations focused on improving science teaching and learning in which you will participate? Submit your response in approximately 150 words.
Criterion 1: The reflective analysis identifies educator plans for collaborating with others in developing effective science teaching and instruction.
Criterion 2: The reflective analysis identifies projects and organizations focused on improving science teaching and learning in which the educator will participate.
A teacher friendly research document that explains the three dimensions of science including science and engineering practices, crosscutting concepts, and disciplinary core ideas. Each dimension is explained in depth within its own chapter. The disciplinary core ideas are grouped into major disciplines (i.e., Physical Sciences; Life Sciences; Earth and Space Sciences; Engineering, Technology, and Applications of Science). Each discipline is explained in a separate chapter. The report also describes developmentally appropriate learning progressions.
This book explores how to support student sensemaking of science concepts.
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