SEP 1: Asking Questions and Defining Problems

Goal: As a group, help incorporate more autonomy support in a learning sequence that involves asking questions and defining problems.

In your SEP group, follow the instructions below:

STEP 1: Decide in your group how you want to divide up learning about each principle of the Autonomy MDP.

STEP 2: Learn about the Autonomy principles by exploring the resources in the pages linked below. Organize your thinking about the principle with this modified Frayer model.

STEP 3: Come back together as an SEP group and share out what you learned about the Autonomy principles.

STEP 4: Read this vignette describing a science classroom engaged in asking questions and defining problems. Discuss how to make the original vignette more autonomy supportive using the principles you learned about. The resources linked below may help you as your re-frame your vignette. Come up with at least two (2) specific suggestions.

Asking Questions and Defining Problems Video Examples

For each video, consider:

• Where do you see evidence of the Autonomy principles in the way the teacher supports students in developing and using models?

• How does this video compare with the vignette?

• Does the video give you any ideas for how you could incorporate more autonomy support into the vignette?

Video 1: Helium Questions (3:01) - Students ask the teacher many spontaneous questions related to helium and density (also listed in Principle 2 videos).

Video 2: Driving Question Board (2:58) - A montage of video clips showing a teacher using a DQB in her instruction (also listed in Principle 2 videos).