With research backed by the nonprofit group Biological Sciences Curriculum Study (BSCS), Science Teachers Learning through Lesson Analysis (STeLLA) is a nationally recognized program that explores the role that lesson analysis plays during professional development. The professional development program, which is built around the framework of involving instructional strategies, is organized around two lenses: Student Thinking and Science Content Storyline. Through these lenses, teachers reflect on the scientific and nonscientific ideas that students hold, and examine the coherence of science ideas in lesson plans and instruction. Throughout the professional development sessions, teachers deepen their understanding of the lenses and learn to use the strategies for more effective science teaching, while also challenging their understanding of the science content. This learning is then transferred into the classroom, where teachers use the strategies to reveal student thinking about science concepts and to challenge students to move toward a deeper understanding.
In part one of this series, we discussed how implementing certain structures can help develop student creation as a learning method. The first three structures included precise scheduling, developing well-crafted scenarios, and offering students choice within their projects.
Let’s dive into the final three structures that help harness student creativity through project-based learning.
Students get more learning out of creation than they would out of almost anything else. We know that! However, creation projects are just like everything else success and learning depend on the structure.
One of the most important factors in ensuring student success is quality instruction by teachers. However, quality instruction can be a difficult goal if teachers do not have the resources to improve their skills and if rising levels of teacher stress go unchecked.