![]() ![]() There could potentially be many different lines of inquiry about the same phenomenon.The practice of asking questions or identifying problems becomes a critical part of trying to figure something out. It is the phenomenon plus the student-generated questions about the phenomenon that guides the learning and teaching. Therefore, the focus is not just on the phenomenon itself. The point of using phenomena to drive instruction is to help students engage in practices to develop the knowledge necessary to explain or predict the phenomena.HOW DO WE USE PHENOMENA TO DRIVE TEACHING AND LEARNING? As students are working toward being able to explain phenomena, three-dimensional formative assessment becomes more easily embedded and coherent throughout instruction. Phenomena-centered classrooms also give students and teachers a context in which to monitor ongoing progress toward understanding all three dimensions. ![]() Students explain phenomena by developing and applying the Disciplinary Core Ideas (DCIs) and Crosscutting Concepts (CCCs) through use of the Science and Engineering Practices (SEPs). ![]()
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