Let’s think about the phenomena shared earlier. Our Ability to Explain a Phenomenon Scale or Size of the Phenomenon Usefulness of a phenomenon in Instruction Introduce yourself to your discussion group.ĩ Group Discussion #1 How does a phenomena-based approach to science differ from a traditional “content-focused” or “stand and deliver” method of instruction?ġ0 Group Discussion #2 What challenges does a phenomena-based approach bring as we are planning for student learning? How might we overcome these challenges? The complexity of a student explanation should be appropriate to the learning progression at the grade span.įorm groups of four (people not at your table). A three-dimensional learning approach requires students to use the Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas in concert to explore, investigate, and explain how and why phenomena occur. Phenomena-based instruction is a primary feature of the NGSS classroom. Discuss: Why is the use of phenomena such an important part of NGSS? How does a phenomena-based approach help support three-dimensional learning? How does the use of phenomena support the research on how people learn? When discussing these questions, use evidence from the text to support your idea. Read the selections from the CA Science Framework H1 - Instructional Strategies to Support Phenomena-Based Instruction in the CA NGSS. Think and Discuss at your table: What phenomenon have you observed in the past week which has caused you to wonder and ask questions?Ħ Instructional Strategies to Support Phenomena-Based Instruction ![]() One Minute Conversation With and elbow partner, discuss: What is a phenomenon?ĥ Scientific Phenomena Scientific phenomena are occurrences in the natural and human-made world that can be observed and which cause one to wonder and ask questions. Do not try to explain what is happening, just record your observations and questions.Ĥ Scientific Phenomena Scientific phenomena are occurrences in the natural and human-made world that can be observed and which cause one to wonder and ask questions. Discuss: What do you observe happening in the visual? What questions can you ask about what is happening? Summarize your description and questions on chart paper. Set the stage for a full lesson that will presented in the next session Use your notebooks to keep track of ideas shared, your thinking, and questions you are pondering.ģ Exploration On the wall are 12 different visuals.Ĭhoose one picture which makes you curious or wonder. Understand how to identify useful phenomena that can drive instruction and student learning. ![]() Understand how phenomena-based instruction supports three-dimensional learning. Presentation on theme: "Phenomena-Based Instruction and the NGSS"- Presentation transcript:ġ Phenomena-Based Instruction and the NGSSĢ Sessions Outcomes Understand what phenomena are and their importance in NGSS-aligned instruction.
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