I am troubled every time I read news reports about how far American students lag behind their international counterparts in the sciences. Science is more important than ever in today’s global competitive environment, and too many of our young people are unable to hold their own.

There have been many changes to the art of teaching science in the last few decades. State standards have been updated, more time is being allotted to teach science, and schools are more aware of the ways that science trains young minds to think through problems and follow through methodically to a specific outcome. An understanding of brain-based learning, the use of problem-based learning, and other innovations have helped us shape lessons that are more likely to reach all students. Advances in technology have provided exciting opportunities for teachers and students alike. But engaging students is key.

Students who are bored or lost are not going to learn—they must be engaged in the learning. Engaging students is just as important today as it was 35 years ago when I was teaching science.  Hands-on demonstrations can be a good way to engage students. When teaching about the sun, earth, and moon, for example, I would call on three students to come to the front of the room and tell one person to represent the sun, another the earth, and the third one the moon. I’d arm the sun with a flashlight, instruct the moon to walk around the earth, and the earth to twirl slowly while walking around the sun. It made it easy to teach about night and day as well as the phases of the moon. From what teachers today tell me, this simple example is still in use today. Why? Because it engages students, and it is effective.

I just finished reading a thoughtful and informative report on effective science instruction put out by the Center on Instruction for the U.S. Department of Education. Whether you teach science or another subject, this is a good read for the specific examples it gives of teachers successfully engaging their students in learning. The completed report lists key characteristics of effective science instruction as well as specific examples from the fieldwork.,

Among the key characteristics is importance of engaging students in scientific inquiry, encouraging students to come up with their own theories with supporting evidence, using prior knowledge, and being able to make sense out of a conclusion. Each characteristic is justified with research and backed up with classroom examples.

Perhaps even more exciting, the center sent a host of trained observers into classrooms across the country to watch teachers in the classroom. They reported on the lessons, whether the teacher used effective instruction, and analyzed the lesson’s success (or lack thereof). The report also offers two helpful, sample lessons on the laws of motion, one reflecting reform-oriented instruction and the other traditional instruction—both valid, according to the report.

We strive—at each of Learning A-Z’s websites—to help teachers by offering effective strategies and teaching tips such as those listed in this report.  I feel strongly that every subject is an opportunity to improve literacy and shape students for an increasingly competitive world. This is why we’ve just launched our newest website: Science A-Z. It is packed with engaging grade-appropriate, leveled science lessons that also reinforce literacy. I’m pretty proud of the results, and I invite you to try a free science unit lesson.