"The physical environment in and around the school can be used as a living
laboratory for the study of natural phenomena. Whether the school is located
in a densely populated urban area, a sprawling suburb, a small town, or a rural
area, the environment can and should be used as a resource for science study."
National Science Education Standards, National Academy of Sciences, 1996
BRIT’s professional development models a student-centered, inquiry-based, collaborative approach to learning. The workshops are interdisciplinary and lead teachers through hands-on activities, incorporate methods for teaching in the field, and promote collegial sharing. We encourage you to bring your learning journal or field notebook with you to use in the workshops.
- Workshops
BRIT offers place-based workshops in life sciences, earth science, botany, environmental science and ecology for K-12 teachers and other interested educators. During workshops, program leaders guide you through background information and activities to help your students reach the National Education Standards and explore concepts and practice skills specified in the Texas Essential Knowledge and Skills (TEKS). Workshops provide a chance for you to prepare for science studies with your students in a relaxed, supportive community of learners after school and during the summer.
- Journeys
The Tetons Journey for Educators is a program made possible by funding through the Rainwater Charitable Foundation, facilitation by BRIT Education, and coordination with REAL School Gardens. Through this year-long journey, educators, and ultimately the children they serve, benefit from experiences at the Teton Science Schools which they take back and implement in their classrooms, schools and districts. This growing community is committed to the possibility of children being awakened, restored and inspired by learning from nature in the places where they are.
- Continuing Professional Education (CPE) Credit
All BRIT educator programs are accredited by the State Board for Educator Certification so that you receive Continuing Professional Education (CPE) credit for attending.
Below are examples of past professional development offerings by BRIT staff. If you are interested in contracting BRIT for similar work, please contact Kathy Scott.
On August 6, 2009, 123 educators from 13 school districts and 69 schools, joined 55 other members from the community to tackle tough questions regarding teaching and learning in the outdoor classroom. Participants left inspired, more connected and full of positive solutions for sparking the imaginations of students. Read more about the day, review presenters' handouts, or see pictures from the day.
The BRIT Education Department has been exploring ways to help support early childhood educators and touch the lives of young children. ‘Beeology’ and Botany, a five hour workshop attended by area preschool teachers, directors, and mentors, explored pollination and the interdependence of plants and animals. Participants were led through activities that enable young children to discover and make connections with their world through science.
Journaling is a valuable tool for increasing awareness, developing observation skills, and sparking curiousity. Activities include practicing techniques for overcoming the fear of drawing, exploring drawing mediums that travel well, and analyzing questions recorded in the journal for their value in triggering science investigations. Drawing tool kit provided.
The study of science incorporates processes such as observing, describing and interpreting information, the same methods used to interpret artworks. Examine artwork depicting the journey of Lewis and Clark and read excerpts from their journals. Explore science connections, considering why it was important for Lewis and Clark to observe and collect plants throughout their journey.
At every stage of development children need direct contact with nature for healthy physical, emotional, intellectual, and ethical maturation. How can we provide this in schools where contact with nature is indirect or vicarious? Through open-ended inquiry we can find wilderness as well as opportunity for scientific investigation in any schoolyard, vacant lot, or local park. Teachers came to our new, very urban environment to engage in close observation, journal keeping, data collection, database development, and formulation of investigable questions as they prepared to engage their students in these same processes of scientific inquiry in their most accessible outdoor setting. Tool kits and the book, Outdoor Inquires: Taking Science Investigations Outside the Classroom were provided to the participants through a National Science Foundation grant.
