Larry Malone | May 28, 2019 | Observations by Larry

With the publication of the Next Generation iteration of the FOSS program, I am finally satisfied that my labors have come to fruition. Finally got it right! And yet I hear the refrain of the 1960s song, "Is that all there is?"

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Larry Malone | October 23, 2018 | Observations by Larry

With the publication of the Next Generation iteration of the FOSS program, I am finally satisfied that my labors have come to fruition. Finally got it right! And yet I hear the refrain of the 1960s song, “Is that all there is?”

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Larry Malone | March 14, 2018 | Observations by Larry

Perhaps the most prominent proposal enunciated in A Framework for K–12 Science Education, and carried forward into the NGSS, is the declaration that Science teaching and learning should be engaged using a three-dimensional approach.

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Larry Malone | September 28, 2017 | Observations by Larry

I've heard it a time or two: We've been doing FOSS for six years—been there, done that! There's a rumor going around that FOSS is old and out of date. Now with NGSS looming, isn't it time to try something new and different?

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Larry Malone | March 06, 2017 | Observations by Larry

In just about every state in this country, the Next Generation Science Standards (NGSS) have been adopted explicitly, or insinuated implicitly, into the contemporary vision of science education. So, in fact, or at least in spirit, the NGSS provide the light illuminating the vision of classroom science for the whole country. So, I continue to ponder the elements of a coherent vision of action for the way forward.

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Larry Malone | September 21, 2016 | Observations by Larry

My continuing ruminations regarding the interpretation and implementation of the Next Generation Science Standards has exposed yet another dimension of the NGSS vision.

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Larry Malone | February 24, 2016 | Observations by Larry

In the mid 1990s, NSF was mounting a series of major science education reform efforts. The architects of these programs were sincere; the goals were laudable, and the enthusiasm on the ground was palpable. But ultimately, the envisioned reforms were not realized.

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Larry Malone | September 21, 2015 | Observations by Larry

There are those around us who are wondering what the initialism NGSS stands for.

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Larry Malone | March 30, 2015 | Observations by Larry

Differentiation is a hot topic in education these days, and with good reason—our classrooms are scenes of unprecedented diversity.

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Larry Malone | September 08, 2014 | Observations by Larry

FOSS happened rather by accident.

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Larry Malone | March 11, 2014 | Observations by Larry

A Framework for K-12 Science Education identifies three dimensions of the science education enterprise—three instructional/conceptual arenas in which our students should be facile and competent.

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Larry Malone | September 14, 2010 | Observations by Larry

FOSS enjoys a significant degree of success across the country. Our success can be attributed at least in part to our ability to keep pace with and anticipate issues, trends, and policies in science education. The FOSS success has allowed us to grow. New staff members with varied backgrounds and experience have been added to the FOSS team. They have brought new intelligence to the conversation about the future of FOSS.

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Larry Malone | September 14, 2009 | Observations by Larry

Lately the water-cooler conversation around the staff offices at LHS has focused on...focus questions. What is a focus question? And what makes a question a good focus question?

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Larry Malone | March 04, 2009 | Observations by Larry

One year ago the FOSS codirectors called a small group of colleagues to a meeting in Berkeley. Their arrival coincided with the 31st annual BAEER Fair.

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Larry Malone | September 16, 2008 | Observations by Larry

This question frequently enters the discussion when issues related to FOSS curriculum design and instructional practice are bandied about. But what is the questioner really asking?

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Larry Malone | September 12, 2007 | Observations by Larry

There is tension in U.S. elementary science education. The tension is created by the disconnect between learning expectations described in standards and the reality of what can be effectively taught in classrooms. With limited time allotted to science, this leaves teachers and curriculum planners in a quandary: do we make decisions based on quantity or quality? Or, in other words, do we value coverage or depth of engagement?

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Larry Malone | September 06, 2006 | Observations by Larry

"I am writing this email to you because I had something happen to me with this module that never happened before..."

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Larry Malone | March 08, 2005 | Observations by Larry

On November 11, 2004, I received this letter from Mrs. Mary Martin's fifth-grade class in Spokane, Washington, regarding Investigation 5, Hatching Brine Shrimp, in the Environments Module. The letter came right to the point—the brine shrimp eggs didn't hatch, and she and her students wanted to know why.

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Larry Malone | September 03, 2002 | Observations by Larry

On April 29, 2002, I got a thick envelope in the mail from Bellevue, Washington. Inside was a letter from Craig Parsley, 5th-grade teacher at Newport Heights Elementary School, and a stack of letters from his students...

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Larry Malone | March 04, 2002 | Observations by Larry

I recently received this e-mail from a FOSS educator, Melissa Wick, from Fayetteville Public Schools in Arkansas, who came right to the point.

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Larry Malone | September 04, 2001 | Observations by Larry

Sometimes you need a third eye to penetrate dense subjects and see them clearly. That current ran through the week-long FOSS middle school workshop on the campus of Northeastern University in Boston the second week in July.

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Larry Malone | September 03, 1998 | Observations by Larry

Late last year I got one of those letters (e-mail actually) I cherish so much. It came right to the point and took the Crayfish Activity in Structures of Life to task.

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