I felt the blood rushing to my face. I was standing in front of a group of teachers presenting on a topic I was very familiar with and all of the sudden, I couldn’t for the life of me remember what I was saying. The teachers were very gracious, but I was cringing. I didn’t know what to do. I didn’t have the strategies to make my next move. I sure could’ve used some coaching in that moment.
I often have the opportunity to work with teachers as a professional learning provider or coach around the implementation and assessment of the three-dimensional learning expected from the Next Generation Science Standards. In this work, I’m expected to be the “expert” and the collaborator, but sometimes I need coaching too.
Phenomena can be the special ingredient that brings both intrigue and relevance to an otherwise ordinary lesson. It’s no surprise anchoring phenomena have become a part of the conversation whenever educators discuss NGSS science instruction. This is exciting because anchoring phenomena and driving questions can be the key to student engagement.
When I was first introduced to the importance of anchoring phenomena in NGSS instruction, I remember Googling “NGSS anchoring phenomena” and getting two, maybe three results — and even they weren’t really what I needed. Today, the same search returns more than 2000 results. In a very short time, knowledge and resources have increased at a breakneck pace. Today, I know I can find the resources I need to help me anchor phenomena to the standards with relative ease. I’d like to share some of my favorite results from my search with you.