Our Work
We work with school districts throughout Wyoming helping preK-12 teachers implement science instruction into their classroom that aligns to the research. Through this process, our understanding of effective facilitation and bridging research to practice evolves. Below are some of the products we have developed. Please contact us directly if you would like more information about any of this work.
CCC SEP grade level alignment_FINAL (1).pdfSEP and CCC alignment tables
This tool will provide you with an understanding of when specific SEPs and CCCs are targeted across all grades.
*DCI Alignment Tables_by content area.pdfDCI Alignment table
This tool will provide you with an understanding of when specific DCIs are targeted across all grades.
Elementary Unit Mapping Template.pdfUnit Mapping
This tool will help guide you three dimensional teaching and identify what evidence you should be looking for that demonstrates your student's sense-making.
What makes a good Phenomenon_ (2).pdfWhat makes a good phenomenON
What does it take to truly anchor a unit and captivate your students? This document gives a brief overview of how to discover effective phenomena.
Our Articles
Inouye, M.C. & Houseal, A.K. (January, 2019). Theory to Process to Practice: A Collaborative, Reflective, Practical Strategy Supporting In-service Teacher Growth. Innovations in Science Teacher Education, 4(1).
Inouye, M.C. & Houseal, A.K. (Spring 2018). Reawakening the Past – Capitalizing on a Swinging Pendulum: Emphasizing the foundational skills of critical thinking in the classroom. Schools: Studies in Education. Vol. 15; No. 1
Inouye, M. C. (2017). The Effect of Professional Development on Integrating Critical Thinking Skills Through Teacher Perception and Classroom Observation. University of Wyoming, Laramie, WY.
Hackworth, S. J. & Houseal, A. K. (Winter 2017). Finding a place for science: Letting place guide standards-based curriculum development for grades 3 & 4. Green Teacher, 112, 23-26.
Houseal, A. K. (2016). A visual representation of three-dimensional learning: A model for understanding the power of the Framework for K-12 Science Education and NGSS. The Electronic Journal of Science Education, 20(9). Retrieved from http://ejse.southwestern.edu/article/view/16337.
Houseal, A., Gillis, V., Helmsing, M., & Hutchison, L. (2016). Disciplinary literacy through the lens of the Next Generation Science Standards. Journal of Adolescent & Adult Literacy, 59(4), 377-384.
Houseal, A. K. (2015). A visual representation of three-dimensional learning: A tool for evaluating curriculum. Science Scope. 3(1), 58-62.
Houseal, A. K., & Ellsworth, P. E. (2014). What’s the Big Idea? Three big ideas from the research behind the Next Generation Science Standards. Science and Children. 52(4), 65-69.