Ngss phenomena5/1/2023 It’s critical to begin with the standards when planning an instructional sequence or unit, before seeking anchoring phenomena. It comes from the work of TJ McKenna at the Connecticut Science Center, a self-confessed “ extreme hoarder of NGSS resources.” To find out more about TJ and his work, check out Spark with TJ McKenna: Using NGSS Phenomena to Engage Students. Phenomena for NGSS is one of my favorite resources. Phenomena for NGSS: Creating the Next Generation of Student Engagement No matter the anchoring phenomenon, questions must be carefully crafted to be meaningful and coherent. In this post, I explore the importance of constructing good questions to drive instruction. I was surprised to find one of my own blogs in my search for resources. The suggestions I like best consider students' experiences or interests to create a meaningful context for learning.Īnchoring Phenomenon and Driving Questions Working Together to Improve Instruction Kyla's post, NGSS Story-Lining: Using Entry Level Video, describes the connections between project-based learning and anchoring events.Ĭlemson University not only has great Inquiry in Motion Lesson Plans, but they also have terrific visuals and helpful hints for helping you figure out your own anchoring phenomena. One links to a piece written by NGSS Squadster Kyla Burns, a high school biology teacher from Iowa. NGSS Resources at Your FingertipsĪ few of the top results from my Google search come straight from Teaching Channel. I’d like to share some of my favorite results from my search with you. Today, I know I can find the resources I need to help me anchor phenomena to the standards with relative ease. In a very short time, knowledge and resources have increased at a breakneck pace. Today, the same search returns more than 2000 results. When I was first introduced to the importance of anchoring phenomena in NGSS instruction, I remember Googling “NGSS anchoring phenomena” and getting two, maybe three results - and even they weren’t really what I needed. This is exciting because anchoring phenomena and driving questions can be the key to student engagement. It’s no surprise anchoring phenomena have become a part of the conversation whenever educators discuss NGSS science instruction. Phenomena can be the special ingredient that brings both intrigue and relevance to an otherwise ordinary lesson.
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