Students learn best and develop their science identity when they engage in the activities of scientists. Compelling and relevant phenomena are an important component of effective science instruction. The effectiveness of a particular phenomenon depends on a variety of factors including student interest in the phenomenon, framing of the phenomenon in the instructional materials, and strategies that teachers use to engage students with the phenomenon, among others. The TNSELA IPG focuses on the components of instruction that support the meaningful use of phenomena in instruction.
The purpose of the IPG is to focus on instructional shifts and reveal broad patterns across a system. Leaders can use the patterns revealed in IPG data to establish clear goals for improvement efforts and identify the specific actions that support these goals. An observation tool will focus on this narrower set of specific actions.