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Ngss anchoring phenomena11/9/2023 My vision was to turn my classroom into one of these learning environments. I began to question: “How could I make all students responsible for doing the thinking in this classroom?”Ĭan you imagine a classroom where all students think and learn at high levels and demonstrate clear depth of understanding? These classrooms do exist. I was in desperate need to change the atmosphere in my classroom and turn the tables so that the bulk of the cognitive lift was being derived from the students and I could facilitate the learning. Something was definitely wrong with this picture. I realized that at the end of each day I was tired from doing all the cognitive lifting while the students were leaving the classroom with more energy than they had walked in with. Encouraging questioning helps to bring the true spirit of science into our educational system, and the art of asking good questions constitutes an important skill to foster for practicing scientists.” ( Vale, 2013) Young children understand this intuitively as they explore and try to make sense of their surroundings. According to Vale, “Science begins by asking questions and then seeking answers. As this became a reality in my class, it was very eye opening that I could be doing much more to provide opportunities that got my students to think in a broader sense. ![]() Making students accountable for their own success isn't easy. While questioning was a goal of mine for my students, I was more interested in eliciting questions that would specifically be content related and, through their questioning, would engage them into taking accountability for driving their learning experience. ![]() How often have you heard the following questions from your students: Why do I need to know this? Is this going to be on the test? Why does this matter? I, like you, have heard these questions repeated like a broken record over the years of being a middle school science teacher. Transforming the Classroom with OpenSciEd
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