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Academically Productive Phenomena

MINK Webinar Series - March 21, 2019

Padlet: http://bit.ly/PhenomMINK

Jodi

Anya

Scott

Betsy

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Time to Learn & Share in Breakouts

In the breakout groups, you may want to type comments in the chat.

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Be sure only one computer in a room has an active mic and speakers.

You will need to mute yourself - please do that now.

If you have trouble with unstable internet, try stopping your video.

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Shifts in thinking...

Before NGSS

With NGSS

1 Phenomena need to be fun and flashy.

Phenomena get students generating questions that lead to opportunities for learning.

2 Phenomena can be anything students are interested in.

Phenomena require deep engagement using 3D to generate explanations

3 Explanations and vocabulary are phenomena.

Phenomena are events or specific examples of real world happenings that can be experienced or observed.

4 Phenomena are used just for the initial hook.

Phenomena are used throughout a unit to drive learning, reflection and monitoring which leads to deeper learning.

5 Phenomena are good to bring in after the science ideas have been learned.

Phenomena are used to anchor or contextualize the science ideas. This helps students build more usable and generative knowledge.

6 Engaging phenomena are questions.

Phenomena are observable occurrences. Students use the phenomena to generate questions or design problems that drive learning.

7 Student engagement is a nice optional feature of instruction but is not required.

Engagement is a crucial access and equity issue. Students need access to material that makes sense and is relevant to them. Good phenomena engage students by building on their everyday or family experiences.

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A reminder of our definitions:

Engineering Design

Engineering involves designing solutions to problems that arise from phenomena, and using explanations of phenomena to design solutions.

Disciplinary Core Idea (DCI)�The disciplinary core ideas have broad importance within or across science or engineering disciplines, provide a key tool for understanding or investigating complex ideas and solving problems, relate to societal or personal concerns, and can be taught over multiple grade levels at progressive levels of depth and complexity.

Phenomena

Phenomena are observable events that occur in the universe and that we can use our science knowledge to explain or predict. The goal of building knowledge in science is to develop general ideas, based on evidence, that can explain and predict phenomena.

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Use the following statements to help qualify whether “it” is a phenomenon or not.

  • Is “it” observable to students?
  • Does “it” stimulate curiosity in the student?
  • Does “it” have relevant and accessible data, images, and/or text with which students could use SEPs to learn science through first or second hand investigations?
  • Does “it” support students in making sense of, or building, on other’s ideas?
  • Will “it” require students to develop an understanding of, and apply to, multiple DCIs using SEPs and CCCs?
  • Is “it” compelling to students from non-dominant communities (e.g., English language learners, students from cultural groups underrepresented in STEM, etc.)?
  • Is “it” too complex for student to explain after a single lesson?

Based on: http://stemteachingtools.org/brief/28

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Resources for Phenomena...

  • Blank Unwrapping template: https://bit.ly/2TOscL0
  • Unwrapping video: http://bit.ly/2YhwJUG

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Share your ideas

to grow our list!

http://bit.ly/phenomshare

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Put your grade band after your name

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How to do this:

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Call to Action (Sara)

  • Identify more Academically Productive Phenomena to SHARE in session III on March 28.
  • Share lessons and resources through the Teacher Submission Google Form.
  • Look for the recordings and associated resources on the MINK website.

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Contact Information...

Jodi Bahr - jbahr@harvardcardinals.org

Betsy Barent - betsy.barent@nsdtitans.org

Sara Cooper - sara.cooper@nebraska.gov

Anya Covarrubias - acovarrubias1@gips.org

Scott King - scott.j.king25@gmail.com

Attributions: �Penuel, W. R., Bell, P., Neill, T., Morrison, D., & Tesoriero, G. (2018). Selecting Anchoring Phenomena for Equitable 3D Teaching. [OER Professional Development Session from the ACESSE Project] Retrieved from http://stemteachingtools.org/pd/sessione

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