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When students have a personal connection to the material, they are much more likely to engage with the content and come to the table with better questions, ideas, and perspectives. Students should be actively engaged in puzzling out the phenomenon presented, and that isn’t always fun and games.Īlong those lines, the best anchors tie to what students already know or have experienced. It’s not enough to throw basketballs around or play “snowball” to share student thoughts. Our anchors must intellectually engage our students. While there’s nothing wrong with creating fun activities for your science class, it’s important to recognize the difference between engagement (fun) and intellectual engagement (actual learning). Students don’t need to have a great time for it to be a great anchor. They don’t need to get your students running around or jacked up on candy.
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Anchoring Phenomena Don’t Need To Be PhenomenalĪnchoring phenomena don’t need to be phenomenal. Each concept students discover should lead them back to the anchor and their expanding explanation of it as a phenomenon.Īnchoring phenomenon is not just a “hook” - it is the big idea that ties it all together.ģ. You should be returning to your anchoring phenomenon throughout your entire unit. It isn’t something you just introduce once and forget. For that reason, the anchor is not just the hook you use at the beginning to capture student attention. They tie all the concepts that the students will learn together. Anchoring Phenomena Are Not Just The “Hook”Īnchoring phenomena are meant to literally anchor a unit. (PS – creating questions is one of the SEPs!)Ģ. They are the experiences that drive the questioning. Students use these experiences to generate questions. They can rearrange data to observe a pattern.
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They can observe a cell beneath a microscope. Students can observe layers on a cliffside. Sometimes, an event occurring in nature that can be observed with our eyes are referred to as a phenomenon. Phenomena are special events that we can witness with our senses. They are events or processes - things students can observe or experience. The difference between phenomenon and phenomena lies in the fact that the word phenomena is the plural of phenomenon.
Phenomenon vs phenomena professional#
There is always something new to learn about incorporating phenomena and relevancy into your science class, and my own growth as an educator and professional development provider has proven that to me time and again! So what were some of my early mistakes and misunderstandings? And what have I learned since?Īnchoring phenomena are not questions. In ordinary language phenomenon/phenomena refer to any occurrence worthy of note and investigation, typically an untoward or unusual event, person or fact that is of special significance or otherwise notable. I couldn’t wrap my head around what it was, what it was used for, or what it should look like in my classroom. Anchoring phenomena is one aspect of the NGSS that I really struggled with.