ABSTRACT
Planning is just the first step in teaching. This chapter moves from preparing to teach to the act of teaching and helping students to learn from what you do and say. We seek to have students think more deeply about scientific topics, but there are things which have to be committed to memory, and strategies for supporting this are described. To support higher-level thinking, the use of representations, analogies, questioning for purposeful productive thought, pressing for understanding, and bridging from what is already known to what is to be understood are described. The understanding of the language of science, facility in its use, and support from scientific conversations are illustrated. The development of skills in scientific argument is also discussed. There is a mini-topic describing effective classroom practices when teaching science, and suggestions for further reading.
