Teaching Strategies

Knowles Senior Fellow Destinee Cooper and Dr. Brooke Whitworth explore how collaborative modeling helps students connect molecular structure to observable properties in chemistry.

New teachers often struggle to bring theoretical teaching practices into their classrooms. Viewing learning through both the student and teacher lens bridges this gap. This dual perspective empowers educators to translate abstract ideas into actionable strategies, fostering meaningful classroom practices and enhancing student engagement.

This blog highlights a teacher’s journey in fostering student collaboration and scientific identity using Complex Instruction (CI) and the Next Generation Science Standards (NGSS). It emphasizes actionable norms, inclusive curriculum, and elevating student status to create a classroom where every student believes they are a scientist, enhancing access and engagement for all learners.

As the world faced COVID-19 and racial injustice, a science teacher sought ways to address racism in the classroom. Inspired by the connection between redlining and urban heat islands, they developed a physics unit on thermal energy tied to social justice. This led to creating resources and a course to empower teachers to integrate real-world issues into STEM education.

Status imbalances in student groups can affect participation and learning, with higher-status students often dominating discussions. By recognizing and addressing these imbalances, teachers can create a more inclusive classroom, encouraging all students to engage, share their reasoning, and take academic risks.