Doug Larkin's TpT Store
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Princeton Junction, New Jersey, United States
About the store
Douglas B. Larkin is an Associate Professor in the Department of Teaching and Learning at Montclair State University. He has worked as a high school science teacher in New Jersey, Kenya, and Papua New Guinea. His research examines science teacher preparation and retention, as well as issues of equity and justice in teacher education. His most recent book is “Teaching Science in Diverse Classrooms: Real Science for Real Students,” available from Routledge: https://www.routledge.com/Teaching-Science-in-Diverse-Classrooms-Real-Science-for-Real-Students/Larkin/p/book/9780367189976
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Mirrors, Windows, and Sliding Glass Doors in “America to Me”
This resource was developed to use as a tool for reflection in watching the documentary series "America to Me." It includes a one-page task description as well as a sample response. In her classic essay, “Mirrors, Windows, and Sliding Glass Doors,” scholar Rudine Sims Bishop described how multicultural literature can help students explore the unfamiliar (windows), while also serving as a way to affirm the validity of their own experience when they see themselves (mirrors). These works can also
Higher Education
Student Teaching Communication Scenarios
One of the more challenging aspects of becoming a teacher concerns navigating the dilemmas that arise between student teachers (clinical interns, teacher candidate, etc), their cooperating teachers, and university supervisors. I have developed and refined the following scenarios to be used in seminars with student teachers, but they may also be used with cooperating teachers and other mentors. The goal of these scenarios is to rehearse how to navigate critical issues in the candidate-mentor-sup
Higher Education
Assessment Probe Template
This assessment probe template allows teachers to create assessment probes (e.g. AAAS, 2011; Keeley, Eberle & Farrin, 2005) for their classes based on the actual ideas of their students in the style of the commonly used NSTA probes. The essential features of this activity include a phenomenon and student ideas. In the sample here, students made observations that there are light and dark bands on an image of a chromosome, and they come up with a range of explanations that each illuminate their
Not Specific
Science
Making Phenomenon Prompt Videos
This is a sample script for science teachers to use when creating short (30-90 second) video clips of phenomena to share with students. These clips generate interest because it is you, their teacher, introducing a phenomenon and prompting them to use their ideas as an entry to sense-making. These can also be opportunities to connect the science to deeper social issues (health, justice, etc.) and phenomena can be found in different places: around the home/school, in the community, or even anywher
Not Specific
Science
Communicating about students: scenarios for pre- & in-service teachers
This is a series of scenarios exploring issues commonly faced by teachers when talking about their students with parents, teachers, administrators, and other students. In this activity pre- or in-service teachers are asked to use the following principles as you decide how to craft responses to each scenario: 1.) Asset-based, non-judgmental thinking: What resources do students bring to learning? (as opposed to thinking about what students do not have in terms of experience or knowledge). How d
For All Subjects
Interrupting Racism: "Hey Look! It's Devin!"—The Case of Kathy
The main idea behind this activity is that interrupting racism in the classroom is a skill that can be rehearsed and developed by thoughtful teachers. For novice teachers especially, racist speech or action by a student can happen so quickly and unexpectedly that it's difficult to consider a range of responses right there in the moment. Some teachers may also think that if the incident isn't dealt with right then and there, that it's too late to address. This role play--developed from a real-lif
Higher Education
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About the store
Experience
Douglas B. Larkin is an Associate Professor in the Department of Teaching and Learning at Montclair State University. He has worked as a high school science teacher in New Jersey, Kenya, and Papua New Guinea. His research examines science teacher preparation and retention, as well as issues of equity and justice in teacher education. His most recent book is “Teaching Science in Diverse Classrooms: Real Science for Real Students,” available from Routledge: https://www.routledge.com/Teaching-Science-in-Diverse-Classrooms-Real-Science-for-Real-Students/Larkin/p/book/9780367189976
Additional biographical information
He is a section editor for the journal Science Education, and currently serves as PI for the Noyce Track 4 research grant, and co-PI on a Noyce Track 1 undergraduate scholarship grant with Dr. Sandra Adams at Montclair State University with funding from the National Science Foundation.
University page: https://www.montclair.edu/profilepages/~larkind
Research Gate: https://www.researchgate.net/profile/Douglas_Larkin
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