This video provides tips for eliciting students’ initial ideas, here in the context of fifth-graders thinking about why a flashlight stops working if left on. Listen for how the teacher revises the guiding question, supports talk, and uses model scaffolds for elicitation and later planning.
Several tips here enhance access for students, such as grounding the unit in a shared observational task (rather than assuming students have had particular kinds of experiences) and scaffolding students’ modeling. Note also how the teacher makes flexible use of a unit plan and devises next steps in response to students’ ideas.
For more on designing a model scaffold to elicit students’ initial ideas, read: Fowler, K., Windschitl, M., & Auning, C. (2020). A layered approach to scientific models: Creating scaffolds that allow all students to show more of what they know. The Science Teacher, 88(1), 24-36.
In this video, second-graders take on the...
Listen to Debbie Diaz describe her journey toward science, from being a student shut out from science, to a teacher who believed in her students, and now to becoming a science curriculum specialist for Seattle Public Schools.
Phenomenon- and modeling-based unit in a third-grade classroom.
This site is primarily funded by the National Science Foundation (NSF) through Award #1907471 and #1315995