Should we expect K–2 students to revise models, iterate solutions, and define criteria and constraints? By Vanessa Wolbrink | January 6, 2022 I wasn’t ready for the transformation I was about to witness when I stepped into my kindergarten classroom my first year as a teacher. How will these students who know so little about the world around them — including even the difference between a letter and a number — start to read, add, and engage with science knowledge and practice by the end of the year? I was amazed by the intensity of their curiosity and thirst to make [...]
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So far Jennifer Childress Self has created 5 blog entries.
How can we use feedback to support student learning? By Neelo Soltanzadeh | December 8, 2021 I recently came across a recipe for "fesenjoon", a Persian staple at my family's Thanksgiving table. As I attempted to recreate this stew that I'd eaten many times, I found myself repeatedly speed-dialing my mom: "Is this the right color?", "Why do I have so many pots to clean?", "Does our family recipe use duck or chicken?” My mom listened patiently, asked me a few questions, and helped coach me through cooking my first fesenjoon, giving me valuable feedback on the culinary choices I was [...]
Do all students have to know they're using a CCC? By Jennifer Childress Self | November 2, 2021 Crosscutting Concepts (CCCs) were included in the Framework for K-12 Science Education as one of the three dimensions of science even though the CCCs hadn’t been explicit in science and engineering education before. They were always implicitly there, of course, underlying the content students learned, but because they were rarely included in learning goals, only a relatively small handful of students noticed these cross-disciplinary ideas. The Framework lays out a vision of CCCs as equally important learning goals as Science and Engineering [...]
How realistic should phenomena and problems be?By Jennifer Childress Self | October 5, 2021The whole idea of this blog was inspired by questions we get from the field. One question we've been hearing a lot lately is "do phenomena have to be real?"The importance of phenomena and problems is their role in engaging students and driving instruction, helping to create coherent learning experiences and build student agency. So in practical terms, "good" phenomena and problems are ones that help lead to all of these things (together with supportive design of instruction, since phenomena and problems alone won't do all these things). The goal is genuine [...]
What would it look like for students to progressively develop science and engineering practices?By Jennifer Childress Self | September 8, 2021Over the last decade, we’ve all shifted our focus from inquiry skills to science and engineering practices (SEPs). We’ve seen the work of engaging students in SEPs explode in a good way. It's becoming normal for students to use models to describe what's going on or to use claim-evidence-reasoning structures to list evidence and make their reasoning visible.So now we’re all talking about using SEPs. But have we really stopped thinking about them as inquiry skills – basically the same eight [...]