TEACHING STANDARD B:

• Teachers of science guide and facilitate learning. In doing this, teachers

• Focus and support inquiries while interacting with students.
• Orchestrate discourse among students about scientific ideas.
• Challenge students to accept and share responsibility for their own learning.
• Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.

EdGCM ACTIVITIES IN SUPPORT OF STANDARD B:

• EdGCM research activities are inquiry-based. Students are encouraged to interact and exchange ideas with each other, their teacher, and with research scientists during the course of their investigations.

• Teachers introduce the functions of the EdGCM application; explain the use of climate models in climate research; and describe the process by which scientists evaluate their conclusions and submit their research to peer review.

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TEACHING STANDARD D:

• Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science. In doing this, teachers

• Structure the time available so that students are able to engage in extended investigations.
• Make the available science tools, materials, media, and technological resources accessible to students.
• Identify and use resources outside the school.

EdGCM ACTIVITIES IN SUPPORT OF STANDARD D:

• EdGCM activities can be conducted for various periods of time, including extended research.

• The EdGCM software application, a fully operational desktop version of a global climate model, is a unique resource that enables students to conduct genuine research activities in collaboration with research scientists and educators in colleges and universities.

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TEACHING STANDARD E:

• Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning.

• In doing this, teachers and their colleagues

• Nurture collaboration among students.
• Structure and facilitate ongoing formal and informal discussion based on a shared understanding of rules of scientific discourse.
• Model and emphasize the skills, attitudes, and values of scientific inquiry.

EdGCM ACTIVITIES IN SUPPORT OF STANDARD E:

• The research activities of EdGCM may be carried out by groups of students in a collaborative effort, with each pupil assigned specific tasks within the research framework.

• Research tasks assigned to groups of students require that a continuing exchange of ideas and results be communicated in a scientifically appropriate manner.

• In order to ensure that EdGCM student research is properly planned and conducted, teachers stress the skills, attitudes and values of scientific inquiry.

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MORE EMPHASIS ON

• Understanding and responding to individual student's interests, strengths, experiences, and needs
• Selecting and adapting curriculum
• Focusing on student understanding and use of scientific knowledge, ideas, and inquiry processes
• Guiding students in active and extended scientific inquiry
• Providing opportunities for scientific discussion and debate among students
• Continuously assessing student understanding
• Sharing responsibility for learning with students
• Supporting a classroom community with cooperation, shared responsibility, and respect
• Working with other teachers to enhance the science program

LESS EMPHASIS ON

• Treating all students alike and responding to the group as a whole.
• Rigidly following curriculum
• Focusing on student acquisition of information
• Presenting scientific knowledge through lecture, text, and demonstration
• Asking for recitation of acquired knowledge
• Testing students for factual information at the end of the unit or chapter
• Maintaining responsibility and authority
• Supporting competition
• Working alone