In contrast, Mr. Moore, another six

In contrast, Mr. Moore, another sixth grade teacher
with eight years experience and a first to eighth grade
license, who was not found to be effective (in the
Level 1 range on the LSC rubric), spent each of the
four class periods going over assigned homework
questions and calling on students to give the answers.
Then, students took turns reading aloud and began
working in class on the assigned homework questions.
Seventh grade teachers. Mrs. Hamilton, a teacher
with 18 years experience and first to eighth grade
certification, was the only effective seventh grade
teacher (at the Level 4 range on the LSC Rubric).
Mrs. Hamilton, when asked what the most effective
science environment looked like, responded, “Inquiry.
The kids are actively participating. They want to
learn. They are not bored. They want to be part
of it. They want to learn it. And that’s the way to
learn.” Her classroom was set up to enable guided
inquiry ona daily basis, as she provided students with
multiple questions to explore and various materials
for students to choose from, including those brought
from home. Students could choose questions of
interest to work on. One of the inquiries observed
was a problem-based learning unit in which students
chose from a heaping pile of butter tubs, oatmeal
cans, plastic cups, cardboard tubes, pins, and so
forth to create their own “rock band.” They had to
make instruments from these household materials
that would deliver the right pitch and sound to
accompany their song of choice. Students played a
concert for their peers with their instruments and
learned that music can come from multiple resources.
Mrs. Hamilton followed this activity with a study of
instruments used by Native Americans and others
before instruments became mass produced.
Mrs. Davis and Mr. Brown were the other two
seventh grade science teachers. Mr. Davis had four
years experience and a seventh to twelfth grade
biology certification (at the Level 2 range on the
LSC rubric). Mr. Brown had 16 years of experience
and a first to eighth elementary certification (at the
Level 2 range on the LSC rubric). Observations of
their classes revealed a majority of teacher- and
textbook-centered instruction. One day a week, each
teacher had students do a step-by-step verification
lab from the book, with little opportunity for student
questioning or discourse about the one real answer.
Mr. Davis said that effective science instruction was,
“In my mind, trying to make concepts that seem to be
concrete into, you know, so that they can understand
what they’ve got.”

結果 (中文) 1:

相比之下，摩尔先生，另一名六年级老师八年的经验与第一至八年级找不到有效的许可证 (在1 级范围上 LSC 专栏)，花的每个四个课时复习布置了家庭作业问题并呼吁学生给出的答案。然后，学生们轮流朗读开始在类上指定的作业问题的工作。七年级教师。汉密尔顿太太，一位老师18 年的经验与第一至八年级认证，是唯一有效的七年级老师 (LSC 专栏的水平 4 区域)。汉密尔顿太太，当被问及最有效科学环境看上去像，回答说，"调查。孩子们都积极参与。他们想要的学习。他们不是无聊的。他们想要一部分它。他们想要学习它。这是去的路学习"。她的教室被设置为启用引导研讯 ona 日常基础上，为她提供的学生多个问题，探究和各种材料学生可供选择，其中包括带从家里。学生可以选择的问题对工作的兴趣。一项调查，观察是一个基于问题式学习单位在哪些学生选择从燕麦黄油盒一大堆罐、 塑料杯、 纸筒、 针脚，等第四，创建他们自己的"摇滚乐队"。他们不得不使仪器从这些家庭的材料这将提供正确的音调和声音伴随着他们的选择的歌曲。学生演奏音乐会为他们的同龄人，与他们的乐器和学习音乐可以来自多个资源。汉密尔顿太太跟着这项活动的研究使用的土著美国人和其他文书前文书成为了大批量生产。其他两个是太太 Davis 和布朗先生七年级科学教师。Davis 先生有四个多年的经验和第七至第十二级生物认证 (在级别 2 范围LSC 专栏)。布朗先生有 16 年的经验和第一至第八届小学认证 (在2 级范围上 LSC 专栏)。意见他们的类显示绝大多数老师-和以教材为中心的教学。一天一个星期，每个老师让学生做一步一步的核查从书中，几乎没有机会学生实验室质疑或浅谈一个真正的答案。Davis 先生说，有效的科学指导，"在我看来，试图使概念，似乎是具体到，你知道，以便他们能听懂他们有什么"。

結果 (中文) 3:

相反，穆尔先生，另一个第六年级的老师
与八年的经验和第一至第八级
许可，谁没有被发现是有效的（在
1级范围在LSC红字），每花的
四课时复习功课
问题，号召同学们给答案
。然后，学生轮流朗读并开始
在课堂上工作的问题，第七年级教师。汉密尔顿太太，一个有18年工作经验，和第一至第八级
认证教师
，是唯一有效的第七级
老师（在4级的范围对LSC红字）。
汉密尔顿太太，当被问到什么最有效的
科学环境的样子，说，“孩子们都积极
查询。参与。他们想学习。他们不无聊。他们想成为它的一部分。他们想学习。这是
学习方式。“她的课堂的成立使引导
查询每天，她有
多重问题探讨及各种材料的
供学生选择学生，包括那些从家里带来的
。学生可以选择题为兴趣的问题来工作。一个观察
查询是基于问题的学习单元，学生
选择从一大堆黄油盒，燕麦
罐，塑料杯，纸管，销，所以
提出打造自己的“摇滚乐队”。他们
从这些家居材料
会提供正确的音高和声音
陪他们的歌曲选择使仪器。学生们玩了一个音乐可以从多个资源中学习，而音乐可以来自多个资源，而这项活动是由美国本土的美国人和其他人使用的，在仪器产生之前，戴维斯夫人和布朗先生是另一个第七年级的科学教师。戴维斯先生有四年的经验，七分之一至第十二年级生物认证（在2级范围内的
LSC红字）。布朗先生有16年的经验
和第一到第八基本认证（在
2级范围在LSC红字）。他们班的观察显示了大多数的教师和以课本为中心的教学。一天一周，每一位老师都让学生做一步一步的验证实验，从书中，戴维斯先生说，“有效的科学教学是，”在我的脑海中，一个真正的答案是，“你知道，你知道，所以他们可以理解，他们已经得到了。”