Developing and Using Models - A Snippet from the NRC Framework
Reasoning Triangle
Survey 5
NGSS Module #1 - Phenomena & Equity Topic 6 - Making Thinking Visible through Productive Discourse in the NGSS Classroom
Overview
The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS.
Making Thinking Visible through Productive Discourse in the NGSS Classroom
Making Thinking Visible
"Fostering thinking requires making thinking visible. Thinking happens mostly in our heads, invisible to others and even to ourselves. Effective thinkers make their thinking visible, meaning they externalize their thoughts through speaking, writing, drawing, or some other method. They can then direct and improve those thoughts." - Ron Ritchhart and David Perkins
Approximate time:45 minutes Tips for Success: Print out Asking Questions - Appendix F: Science and Engineering Practices in the NGSS Print out Developing and Using Models - A Snippet from the NRC Framework Print out or become familiar with the Reasoning Triangle
Reasoning: While we are trying very hard to be conscious of the amount of paper we produce, we have found that it is easier to have rich discussion and reflect on the work prior to the sessions. If you have 2 computers and can open the appendix on another screen that is also a great option.
Components: Watch two videos (both Part 1 & 2), discussion, survey response
INDIVIDUAL WORK PRIOR TO PLC SESSION on 12/6
1. Each participant opens and reads: "Asking Questions - Appendix F: Science and Engineering Practices in the NGSS".
2. Each participant opens and reads: "Developing and Using Models - A Snippet from the NRC Framework"
GROUP WORK DONE IN BREAKOUT SESSION on 12/6
As a group: decide which two-part video set you will watch (choose elementary or high school).
Watch Part 1 AND Part 2 of either the high school OR elementary video cases below.
Listen and watch for:
- What phenomena the students are trying to figure out
- How it seems that this phenomenon was presented to them (i.e. hands-on experience, video, picture, scenario, reading, statement,etc.)
- The sets of ideas, or models, that the students are using to make sense of the phenomena
- How the classroom culture provides a safe space for students to:
- Engage in productive discourse
- Make their ideas public and visible
- Revise their ideas
- Ask questions
- Develop and use models
ELEMENTARY VIDEOS
HIGH SCHOOL VIDEOS
One person opens "Survey #5" and leads the group in filling out one survey.
Before responding to each prompt, discuss as a group what you would like to contribute. Let the survey questions provide you with prompts for your discussion.
- Respond to the prompts about how the classroom examples engage students in sense-making around scientific phenomena.
- Utilize the Reasoning Triangle as a thinking tool to show the dynamic relationship between exploring a phenomena through asking questions and modeling.