Lesson 3: What phenomena can I use in my classroom?
Portfolio Page | Teaching Science using Phenomena Mini-Course | ETAP 623 Spring 2022 (Byrne)
Driving Question:
What phenomena can I use in my classroom?
Objective:
In Lesson 3 you will research resources and phenomena that relate to your specific science subject and you will collaboratively contribute to a list of science phenomena by topic.
"Study Guide"
INTRODUCTION:
Incorporating phenomenon can be used at any point throughout a science lesson or unit but is most commonly used as a "hook" to engage the learners. Beginning the lesson by allowing students to observe a phenomenon piques a learner's interest and natural curiosity.
While thinking of ways to assess the learners, you may use formative or summative assessments. Formative assessments are invaluable to teachers, as they provide key information that allows the students to determine which direction to take the learning. Larson and Lockee (2020) use the term “educative” as a synonym for formative assessments because their main purpose is to provide information to the teacher, guide the learning and improve the education (p.194). In the reading for this lesson, Cian, Marshall, and Cook (2019) provide a description of three models to guide the development of formative assessments that can measure students' progress.
"To Do" in Lesson 3
-Read the Study Guide
- Read the readings below and watch the video
-Research examples of phenomenon-based science lessons and/or topics
- Links for research: Google,Google Scholar, UAlbany Library, List of natural phenomena- Wikipedia, NGSS Phenomenon-The Wonder of Science
-Participate in discussion to reflect on what you learned in Lesson 3
Readings/Resources
Video #1: Phenomena Based Learning
Reading #1: Formatively Assessing NGSS: Three models of formative assessment for addressing NGSS domains
Discussion Area
Discussion Topic:
You will need a minimum of 2 paragraphs for this discussion post:
Paragraph 1- Reflect on your readings and research from this lesson. What are some ways that you can incorporate phenomenon-based learning into the subject you teach? Which of the three models suggested by Cian, Marshall, and Cook (2019) do you find most useful? If there is something holding you back from trying this type of teaching in your classroom, what is it?
Paragraph 2- Looking forward to the next lesson, you will be creating a phenomenon-based lesson as a final project. In this paragraph, propose an idea or ideas for your final lesson. What phenomenon would you use, and how would you hook or engage your students? What would the learning look like? How would you assess your student learning?
Directions for Discussion: To add your initial post, write your name in the column to the left and type your discussion into the middle column. To add your comments, read classmates' discussions and type your comment in the right hand column next to their post (don't forget to add your name at the end).
You must make ONE initial post and you must comment on at least TWO classmates' posts.
List of Phenomenon
After researching a variety of phenomena this week, add at least three phenomena to a "master list" of phenomena developed by the leareners of this course by science subject and grade level.
Add phenomena here: List of Phenomenon by Topic
References
American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK–12 teaching and learning. Retrieved from http://www.apa.org/ed/schools/cpse/top-twenty-principles.pdf
Anderson, Paul. “Scientific Phenomenon and Sensemaking.” YouTube, Bozeman Science, https://www.youtube.com/watch?v=3ps3Js-psgo.
Bobrowsky. (2018). Q: How Can I Make Science Fun and Have Students Learn More By Using Phenomenon-Based Learning?(SCIENCE 101 BACKGROUND BOOSTERS FOR ELEMENTARY TEACHERS). Science and Children, 56(2), 70–73.
Cian, Marshall, J., & Cook, M. (2019). Formatively Assessing NGSS: Three models of formative assessment for addressing NGSS domains. The Science Teacher (National Science Teachers Association), 86(6), 44–49
Deverel-Rico, C., & Heredia, S. C. (2018). THE NGSS-IFICATION OF TOO SLOW TO NOTICE: How to Turn Any Unit Into a Phenomena-Based, Student-Driven Investigation. Science Scope, 41(6), 45+. https://link.gale.com/apps/doc/A526441714/AONE?u=albanyu&sid=bookmark-AONE&xid=f1dc333e
Esref, & Cevat, E. (2021). The effect of phenomenon-based learning approach on students metacognitive awareness. Educational Research and Reviews, 16(5), 181–188. https://doi.org/10.5897/ERR2021.4139
Larson, M. B. and Lockee, B. B. (2020) Streamlined ID: A Practical Guide to Instructional Design. New York, NY: Routledge. (our TEXT)
Merriam-Webster. (n.d.). Phenomenon. In Merriam-Webster.com dictionary. https://www.merriam-webster.com/dictionary/phenomenon
Penuel, Turner, M. L., Jacobs, J. K., Horne, K., & Sumner, T. (2019). Developing tasks to assess phenomenon‐based science learning: Challenges and lessons learned from building proximal transfer tasks. Science Education (Salem, Mass.), 103(6), 1367–1395.
Roadmap and implementation timeline. http://www.nysed.gov/curriculum-instruction/next-generation-learning-standards-and-assessment-implementation-timeline
“Scientific Phenomenon and Sensemaking.” YouTube, The MindFuel Foundation | Youth STEM Innovation, https://www.youtube.com/watch?v=OWqg2d_kK8w.
Turner. (2020). Phenomenon Templates Using Science and Engineering Practices in a Digital Inquiry-Based Classroom. ProQuest Dissertations Publishing.
Links
MOVE TO LESSON 4: How to implement Phenomenon-Based Science into your Classroom