Profile | NSTA

ElizaBeth Weatherly
S2MART Centers SC
SC

My NSTA / Peers / ElizaBeth Weatherly

I am an Instructional Science Specialist which means I support teachers, administrators, and districts in South Carolina in refining their practices related to science and other educational needs.

Public Collections
No Public Collections
Forum Posts
Recent Posts by ElizaBeth

Thu, Feb 17, 2011 10:18 PM in Evaluating Science Programs

I enjoyed the webinar tonight as well. I look forward to trying them out and thinking more deeply about how they might be used to inform the work I do with schools and districts. I am also looking forward to gaining insight and learning from these and future posts of colleagues across the nation. Again, thanks Jan and Windy for your work and session tonight. :)

View Full Post

Wed, Feb 16, 2011 11:47 PM in Common Core State Standards & Science

One hope I have for the implementation of the ELA CCSS is that elementary educators/schools will embrace the shift toward using informational texts to support students as they learn how to read and read to learn science (and other) content. What's imperative is the acknowledgment that not only should students be able to read science content, but also be able to: think critically about how wh...

View Full Post

Wed, Feb 16, 2011 11:05 PM in Elementary Space and Inquiry

Bambi and all, Thanks for sharing some really good resources. I'm new at using the LC but can already see that it is and will continue to be an interactive resource center. I look forward to sharing resources as well with the community. :) Again, thanks! :)

View Full Post

View all posts by ElizaBeth
Reviews
Recent Reviews by ElizaBeth

Considering Context

Wed, Feb 16, 2011 4:24 PM
Context Is a Must for Developing Critical Thinkin

I think the author makes an excellent case for the need to have students consider context. In too many classrooms students look to teachers for the "one right answer" rather than thinking more deeply about the subject at hand. Having students consider the context for observations they have made and engaging in dialogue with their peers to share and consider ideas that might be different underscores the idea of a shared understanding of phenomenon. A personal example occurred as a result of a local grant I received to bring the tropical rain forest of Belize alive to my rural, Title 1 students via a missionary friend who was also photographer. As I looked at the first batch of pictures she'd taken, I realized that while she had captured great shots of the living rain forest, my students were at a loss because they did not have a context for them. As a result, she included familiar objects and tools for measuring size in subsequent pictures to help students get a sense of the relative

View all reviews by ElizaBeth