3/17/2023 0 Comments Phenomenon or phenomena![]() ![]() And, they must hold student interest throughout the unit.Īnchoring phenomena are often hard for teachers to understand and figure out. This is because they must be broad enough to relate to several scientific concepts. This phenomenon sparks curiosity and generates questions that students answer throughout the unit.Īnchoring phenomena are generally quite complex. And, they appear again and again throughout the lesson sequence. Anchoring PhenomenaĪnchoring phenomena appear at the beginning of your instructional sequence. These are anchoring, investigative, and assessment level phenomena. There are three different types of phenomena that we'll discuss in this post. What types of science phenomena are there? If you would like to learn more about these differences, check out this episode. This is unlike hooks because the teacher is generally responsible for providing students with content information after introducing the hook. Also, students take a much more active role in figuring out why a phenomenon occurs. Anchoring phenomena, as described below, appear throughout a unit of study. Phenomena are more complex and we don't just use them at the start of a lesson. While that aspect is similar, that's where the commonalities end. Previously, we used anticipatory sets, or hooks, at the start of our lessons to get students interested in the content. Using science phenomena in the classroom links the content to students' lives. Instead, students are presented with a real-world application at the start of an instructional sequence or unit. The increased rigor overwhelms disengaged students.įinally, presenting students with phenomena alleviates the problem of students not knowing why they are learning something. And, this shift isn't always easy for students. Now, students take an active role in the classroom. Before, students participated passively in the classroom. Secondly, it's important to acknowledge that the rigor in an NGSS classroom is much higher than in a traditional classroom. Phenomena provide context for your lesson's sequence and something to be curious about. The NGSS suggests using a discovery-based approach to teaching science content. To begin, phenomena give students something to figure out. There are several reasons that phenomena are important. Or, these events and observations may be related to their community. These occurrences are easier to connect to things that students have observed or experienced themselves. Therefore, everyday occurrences can make excellent phenomena. It's more important that they are relevant to students' lives AND spark curiosity. It isn't important that phenomena are phenomenal.
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