The population decreases from about 80,000 to 18,000. From 1975 to 1998, the population of African buffalo is decreasing.The population increases from about 30,000 to nearly 80,000. From 1961 to 1975, the population of African buffalo is increasing.Listen for the following participant responses: Remind participants to be specific and mention the years. Have pairs of participants analyze the graph and write down the patterns found on the graph and brainstorm some possible causes for what they see in the graph. Experience how phenomena can be introduced at the start of a unit, in order to launch a student-driven series of questions.Identify phenomena related to a bundle of three-dimensional standards.Generate working definitions of phenomena, design challenges, and disciplinary core ideas.Explain to a peer the role of phenomena and design challenges in science teaching, with a particular focus on equity and justice.You may have heard a lot about phenomena, but you may also be wondering what exactly they are, and whether using phenomena is any different from how teachers teach today already. This resource can also be used by individuals wanting to refine their teaching practice around phenomena based instruction. This pair of workshops is designed to introduce you to the process of selecting phenomena that can anchor an entire unit that supports students’ 3D science learning or that can serve as a basis for a multi-component assessment task.
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