Keeley Page D.

Curriculum Topic Study (CTS) is a professional development strategy that links science standards to curriculum, instruction, and assessment. The book was developed to be used by individual teachers, teacher teams, or in workshop settings. The CTS process will help teachers: Develop pedagogical and content knowledge Contribute to curriculum planning Define formative and summative assessment goals and strategies Learn to recognize and anticipate students' misconceptions and address them through instructional strategies, resources, and materials.

Descriptions of how the FACTs promote learning and inform teaching, including illustrative examples, support the inextricable link between instruction and learning. Instead of a one-size fits all approach, this one-of-a-kind resource will help teachers build a bridge between students’ initial ideas and correct mathematical thinking. The authors also provide important guidance with each technique, including usage tips and caveats, implementation examples and suggested modifications.

What do you get when you bring together two of NSTA’s bestselling authors to ponder ways to deepen students’ conceptual understanding of science? A fascinating combination of deep thinking about science teaching, field-tested strategies you can use in your classroom immediately, and personal vignettes all educators can relate to and apply themselves. Teaching for Conceptual Understanding in Science is by Richard Konicek-Moran, a researcher and professor who wrote the Everyday Science Mysteries series, and Page Keeley, a practitioner and teacher educator who writes the Uncovering Student Ideas in Science series. Written in an appealing, conversational style, this new book explores where science education has been and where it’s going; emphasizes how knowing the history and nature of science can help you engage in teaching for conceptual understanding and conceptual change; stresses the importance of formative assessment as a pathway to conceptual change; and provides a bridge between research and practice. This is the kind of thought-provoking book that can truly change the way you teach. Whether you read each chapter in sequence or start by browsing the topics in the vignettes, Konicek-Moran and Keeley will make you think—really think—about the major goal of science education in the 21st century: to help students understand science at the conceptual level so they can see its connections to other fields, other concepts, and their own lives.

In this essential resource, science educator Page Keeley provides teachers with guidance, suggestions and techniques for using formative assessment to improve teaching and learning in the science classroom. Based on the knowledge that good assessment practices are integral to measuring and documenting student achievement as well as informing teaching and learning, the author addresses the need to balance opportunity to learn, which includes assessment for learning, with assessment of learning. She then identifies and describes a rich and varied repertoire of purposeful strategies that weave assessment throughout instruction and learning. These techniques will help teachers become more aware of the different ideas students bring to their learning, see the connections between students’ thinking and the specific ideas included in standards, and provide learning experiences that build a bridge between their students’ thinking and accepted scientific ideas.

This book shows readers how to use assessment to inform instruction and learning in the science classroom. In the bestselling first volume, Page Keeley shared 75 techniques that help K-12 science teachers determine students' understanding of key concepts and design learning opportunities that will deepend students' mastery of content and standards. Volume 2 will present 50 new strategies linked to the Next Generation Science Standards. These flexible assessments can be used with any science curriculum. The assessments include: - a description of how each technique promotes student learning - considerations for design and implementation, such as required materials, timing, modeling the technique, and grouping students - modifications for different types of students or purposes - caveats for using each technique - ways the techniques can be used in other content areas

The Curriculum Topic Study (CTS) process, funded by the National Science Foundation, helps teachers improve their practice by linking standards and research on how children learn mathematics to classroom practice. Keyed to the core book Mathematics Curriculum Topic Study, this resource helps mathematics professional development leaders and teacher educators understand the CTS approach and how to design, lead, and apply CTS in a variety of settings that support teachers as learners. By bringing CTS into schools and other professional development settings, mathematics leaders can enhance their teachers' knowledge of content, improve teaching practices, and have a positive impact on student learning.

The Curriculum Topic Study (CTS) process, funded by the National Science Foundation, helps teachers improve their practice by linking standards and research to core content, curriculum, instruction, and assessment. This valuable guide shows leaders how to facilitate this research-based, standards-linked approach to increase their science teachers' knowledge of effective teaching and learning and improve the quality of content-focused professional development. Keyed to the core book Science Curriculum Topic Study, this resource helps science professional development leaders and teacher educators understand the CTS approach and how to design, lead, and apply CTS in a variety of settings that support teachers as learners. The authors provide everything needed to facilitate the CTS process, including: - A solid foundation in the CTS framework - Multiple designs for half-day and full-day workshops, professional learning communities, and one-on-one instructional coaching - Facilitation, group processing, and materials management strategies - Ideas for embedding CTS in professional development programs - A CD-ROM with handouts, PowerPoint slides, and templates for developing your own CTS sessions - References to additional resources and materials By bringing CTS into schools and other professional development settings, science leaders can enhance their teachers' knowledge of content, improve teaching practices, and have a positive impact on student learning.