Module 2: Asking Questions and Defining Problems: Implementation

Review the appropriate grade-band for Asking Questions and Defining Problems (pages 4-5) of Appendix F: Science & Engineering Practices.

• For which element are you trying to elicit student evidence?

Determine what problem of practice you are trying to solve through your learning in this module.

• Review “Strategies to Adapt Science Materials for Distance Learning” found on page 6 of Keep Teaching Science!.

  • Consider if there is a certain strategy with which you are struggling to incorporate student questioning.

AND/OR

• Consider the example problems of practice below:

  • My students are not brainstorming enough questions.

  • My students are not coming up with the “testable” questions.

  • I am having difficulty utilizing this strategy in a face-to-face, hybrid, or remote learning setting.

Read through the following question prompts. Select one you want to keep in the forefront of your attention throughout this module.

• How will you ensure ALL students are engaging in the practice? How will you know if students are or are not engaging in the practice?

• How will you ensure student interest and identity are being incorporated into the lesson?

• In what ways will you demonstrate in the lesson an affirming attitude for all students?

• In what ways will you understand you own cultural identities and its implications for your practice?

• How will you develop constructive ways of centering my students’ lived experiences and sustaining their community practices?

• How will you demonstrate appreciation of multiple and diverse perspectives throughout the lesson?

• How will you demonstrate your commitment to getting to know your students authentically?

• Write down the SEP learning outcome(s) for your students, the problem of practice, and the equity question prompt you will focus on throughout this learning.

• You can add it to this planning tool or use one of your own.

• Keep these outcomes in mind and reflect on it as you complete this module.

• Instructional Leadership for Science Practices

  • Potential Strategies for Asking Questions

  • Case Studies
    

• STEM Teaching Tools - SEP Task Formats

The implementation of an instructional strategy can look very different in varied learning environments.

• Think about your current context.

• Review this list of considerations to explore how the identified instructional strategies may be modified for face-to-face, hybrid, and remote learning.

• Think about: how will the instructional strategy need to be modified to address the needs of your learning context?

Read pages 6-12 and 24-25 of Keep Teaching Science!.

• How do you see Asking Questions and Defining Problems in the strategies that were included?

• How are they similar to and different from the other examples you explored?

• Which strategies and/or considerations would be most beneficial to your current learning environment?

• Select one of the strategies you explored and incorporate it into an upcoming unit.

• Create a plan for next steps. Use this planning tool or one of your own to capture your ideas.

Pre-Assessment

Planning and Reflection Tool

Appendix F: Science & Engineering Practices

The Question Formulation Technique in a High School Science Class

Criteria for Evaluating Phenomena - NSTA

The Right Questions

Potential Strategies for Asking Questions