![]() ![]() The anchoring phenomena also gave us the flexibility to naturally connect Crosscutting Concepts (CCC) and examine with Science and Engineering Practices (SEP). The anchoring phenomenon kept us rooted in our Performance Expectation (PE) and Disciplinary Core Idea (DCI). We asked more questions small groups collaborated and we became co-owners of the process of exploring that phenomenon.įor the next eight weeks, we used our questions, and the sub-questions from our resource, to gradually discover how things move. This question guided them in their discovery. My only guiding question was, “How do you think this is occurring?” The students worked and discovered together, then built magnetic cannons and simply explored the phenomenon. The energy from the first ball bearing is amplified by the magnets, which then propel the last ball bearing away from the apparatus at a higher rate of speed. In this cannon, a ball bearing is rolled slowly into two magnets. One of my units, How will it move?, is based on the anchoring event of a magnetic cannon. I have four science units in my current rotation, and each is based on an anchoring phenomenon. This past year, we adopted the IQWST resource developed by Activate Learning. I work at Francis Granger Middle School in Indian Prairie District 204 in northeast Illinois. What do anchoring phenomena look like in the classroom? Starting with the initial phenomenon question, students are advancing on their own path to science understanding. Today, students are using anchoring phenomena to “figure out” science. Students are no longer expected to simply memorize vocabulary lists and take a multiple-choice test to show science understanding. We helped students comprehend terms and cool science stuff, but we didn’t give them an experience that was rich enough for them to actually process science.Īnchoring phenomena based in the three dimensions of the NGSS has taken science education from traditional content-based instruction to process-based discovery. Did we succeed? I think the best answer is partially. In the past, we’ve tried to accomplish that by using vocabulary lists, encyclopedic texts, and culminating lab activities. Our goal always has been to help students understand the process of science. He explained that future questions can come from student discussions, facilitated by the teacher.Īnchoring phenomena can be a game changer for science teachers. By using that image as the anchoring event, Aycock demonstrated how it could generate many more questions from us. I don’t recall the question he posed, but I do remember it had something to do with water, and he showed us an image of a home that was buried in snow. I first began to understand the purpose of anchoring phenomena a few years ago when I attended a professional development session with fellow NSTA curator Brian Aycock. How do anchoring phenomena enhance the shift from content-driven to process-driven classrooms? ![]() Anchoring phenomena give students and teachers the stability to start a science lesson and the flexibility to formulate questions through the science processes. I think Ivor Robson’s role in golf relates to anchoring phenomena in the Next Generation Science Standards ( NGSS) because before our students can start their science journey, their teachers need to anchor it to something strong, such as an anchoring question or phenomenon, to serve as a foundation. In addition, he served as the anchor for every player, who couldn’t begin playing until Robson called out his or her name and native country. ![]() Robson spent 41 years introducing each player on the first tee, and he never missed a tee time… ever. Who is Ivor Robson, and why is he associated with anchoring phenomena? If you are a longtime golf aficionado, you know that Ivor Robson had a special role at the British Open. ![]()
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