Leveraging Lesson Study for Disciplinary Literacy: Studying and Planning for Scientific Modeling

Autor/inn/en	Chandler-Olcott, Kelly; Dotger, Sharon
Titel	Leveraging Lesson Study for Disciplinary Literacy: Studying and Planning for Scientific Modeling
Quelle	In: Reading Teacher, 76 (2023) 6, S.757-764 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2199
Schlagwörter	Faculty Development; Lesson Plans; Teacher Collaboration; Content Area Reading; Content Area Writing; Science Education + Suchen Sie Ihr Suchwort? Lesson planning; Unterrichtsplanung; Lehrerkooperation; Sinnerfassendes Lesen; Schriftliche Übung; Naturwissenschaftliche Bildung
Abstract	This paper argues that the plan and study phases of lesson study are productive in helping educators with varied expertise and experience to explore scientific practices like modeling with ties to disciplinary literacy. Points are illustrated with data from a lesson-study cycle in science that two university-based teacher educators, one in literacy education and one in science education, conducted with colleagues from a nearby school district. The paper describes lesson study; outlines the role of scientific practices, including modeling, in the Next Generation Science Standards; and describes the context for the work, including the unit explored by the team. Recommendations about how to leverage the plan and study phases of lesson study for disciplinary literacy are offered, along with suggestions for getting started with such work. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01