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To focus on practicing developing norms and routines for discourse and work, this learning cycle supports novice teachers in understanding and using the disciplinary practices described in NGSS to frame how the discipline of science is reinforced in their classrooms.

This four class-session unit, designed for a secondary science methods course, focuses on supporting novice teachers to question the common notion that the sciences are objective, value-free, culture-less, neutral, full of indisputable facts, and immune to human subjectivity.
Select a quadrant below to view related activities:
Introduce
Novice teachers learn about the practice of developing norms and routines for discourse and work by experiencing activities that facilitate the decomposition of a variety of disciplinary practices.
Prepare
Novice teachers simulate planning and teaching a science lesson where they support students in enacting in a disciplinary practice. Novices receive feedback from their peers and teacher educator.
Enact
In their field placements, novice teachers plan and enact a science lesson, paying attention to how they introduce, justify, and engage the norms and routines in science with actual students.
Analyze
Novice teachers analyze students’ interpretations, reflect on their own experience teaching a science lesson in the field, and analyze a video of their teaching practice.
Tools
Teaching Implementing Norms and Routines for Discourse in Science
Tools
Teaching Implementing Norms and Routines for Discourse in Science
Tools
Teaching Implementing Norms and Routines for Discourse in Science
Tools
Teaching Implementing Norms and Routines for Discourse in Science

For more information about the learning cycle

Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Turrou, A. C., Beasley, H., Cunard, A., & Crowe, K. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64(3), 226-243.

McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education64(5), 378-386.

Teacher Education by Design. (2014). University of Washington College of Education.