Embedded Files
Problem
Navigating through a year of remote learning during the pandemic, and a year of readjusting to the classroom has surfaced and perpetuated challenges in student engagement across Maker. Since returning to in-person learning, teacher-driven instruction has been prevalent and both students and staff have voiced a need for regrounding core Maker practices of CBE, PBL, and design learning. Student behaviors such as lateness and daily / period attendance are additional areas of growth that have been identified based on student engagement and rigorous expectations. We don’t want students who are merely compliant; we want them to be learning, we want them to be challenged, and we want them to feel that their presence matters. We want the learning that happens in our classrooms to support them in their experiences outside of our classroom as well.
Hypothesis
If students need to internalize their lessons and think through problems , then having a touchstone for constant reference will provide a springboard for demonstrating their learning, as measured by their ability to turn in performance tasks that meet or exceed standards.
Target group
A section of non-ICT Earth Science students. I am choosing them to pilot the idea because they will be more self directed than the ICT classes which will need more support. This will allow me to cultivate the strategy and build support for students in ICT classrooms as necessary once it has proven successful.
Planning & resources
In Earth Science, we are currently using the New Visions 5E Instructional Model which focuses on an anchor phenomenon in order to tie a unit together.
In the first unit, the anchor phenomenon was the students discovering why the Earth is an ideal place for us to live. This was in service to students then trying to use this data to find a new planet for us to live, Earth 2.0.
In the next unit, the anchor phenomenon was why the Earth experiences a variety of celestial phenomena based on its 23.5 degree tilt and then having them ultimately model 2 phenomena together and explaining what would happen if the Earth’s tilt was now 90 degrees.
Data collection
Data collection
Baseline data
Students were completing the performance task for the astronomy unit. I gave students a review of each of the three main topics they were supposed to combine to complete the performance task.
Measuring success
I looked for how well they were able to combine their resources to complete the performance task. They needed continued support after the review. While they were making the connections to the anchor phenomenon, they were having difficulty combining them independently. The independence increased for the next performance task. In the current unit, data is being collected by how students are using their resources independently which can help indicate their readiness for Regents.
Overall findings & impact
Initially, students had difficulty working independently on performance tasks. However, as the marking periods continued, they were able to turn in performance tasks on a regular basis with more independence. An example of this is students using their Earth Science Reference Tables independently to find models and information about the Earth’s layers during our most recent benchmark. Students did this without prompting meaning they are making connections to use their resources to support their thinking. I would like to see this extend further to students being able to use their resources such as the ESRT independently when responding to calls for evidence in discussion and on Regents questions. Students should be able to independently use the tools they have available to them to support their thinking.
Actionable steps
If you want to use this strategy in your classroom, I recommend …
Ensure that the anchor phenomenon is something that you will come back to repeatedly throughout the unit. This gives you an opportunity to build various skills and concepts throughout the unit while giving the students a touchstone to refer back to throughout the unit. They will know what they are expected to do at the end and can start seeing the links between what they are learning and what their final product will be.
Make sure your anchor phenomenon is a rich topic that has multiple answers or no real answer at all. If all the students can give the same answer in the end, the anchor phenomenon was not broad enough. They should come to different possible conclusions.
Miles Rios | miles.rios@uamaker.nyc
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