Homemade Battery Engineering Design Challenge
Students enjoy using inquiry and the engineering design process to answer questions and solve problems. For this engineering design challenge done as part of a high school chemistry lab, students get to design and test their own homemade batteries. They apply previously learned chemistry concepts, such as energy and chemical reactions, to define their own engineering problem and test solutions. They decide what inputs to change and by what amounts, define the constraints, and are responsible for problem solving as a team. Because this battery engineering challenge is student directed, it is also an excellent way to meet the needs of individual students, because it allows students to design experiments based on their interests and current level of understanding. It also gives students freedom to develop an experiment that interests them and one that will challenge their own misconceptions. Although this lesson was created for high school chemistry students, I have included rationale, Next Generation Science Standards-alignment, and an introduction to engineering, so that this could be used for middle level or secondary teacher education programs, as well as university-level introductory chemistry.

Helping students make sense of the world - Developing and Using Models
This book chapter describes the importance of instruction that focuses on the NGSS practice, developing and using models. Includes examples in both elementary and secondary classrooms, tips for getting started, and explicit connections to the other NGSS practices.

Building a Common Core for Learning to Teach And Connecting Professional Learning to Practice
This essay advocates for a common core of professional skills and knowledge (high-leverage practices) that focuses preservice teachers on developing their instructional practice. They propose that taking a strategic approach to improving teaching skills will result in better learning outcomes for youth, and identifies some of the potential challenges to achieving this goal.

Teaching Practice: A Cross-Professional Perspective
This research article examines professional training in clinical psychology and seminary programs along with teacher preparation, in an effort to describe how professional practice is taught across different disciplines. This article identifies representation, decomposition, and approximation of practice as three cross-disciplinary pedagogies in professional education.

A conceptual framework for integrated STEM education
This article outlines a STEM education conceptual framework, with the goal of helping educators conceptualize how STEM cuts across disciplines. The authors claim that in order to prepare students for a complex global society, we must understand the complexity of our own disciplines.

Those who understand : Knowledge Growth in Teaching
Original writings of Shulman on the development of understanding and Pedagogical Content Knowledge: know what you teach, who you teach and why you teach.

Identifying a core set of science teaching practices: A delphi expert panel approach
This article describes a Delphi panel process resulting in a list of science teaching practices that can help students achieve NGSS learning goals. It is meant to be a research-based starting point for future conversation rather than a definitive to-do list of high-leverage practices.

TeachingWorks High-Leverage Practices
A website that identifies 19 "high-leverage practices," fundamental capabilities of teaching that supports students' content and social-emotional learning. These HLPs are not grade- or discipline-specific. This is a good list to spark conversation with colleagues (or yourself) when considering course or program outcomes.

NSTA Standards for Science Teacher Preparation
This website outlines standards for science teacher preparation, intended to be used when preparing accreditation programs.

Social Justice Standards: A Framework for Anti-bias Education
The Social Justice Standards provide a framework, common language, and age-appropriate learning outcomes for anti-bias education at every stage of K–12 instruction. The Social Justice Standards can guide curriculum development to support efforts to make schools more just and equitable. The 20 standards are divided into 4 domains: identity, diversity, justice, and action.