In a blog post for the Teaching Channel NGSS@NSTA curator Kathy Renfrew writes about anchoring phenomena.
Phenomena can be the special ingredient that brings both intrigue and relevance to an otherwise ordinary lesson. It’s no surprise anchoring phenomena has become a part of the conversation whenever educators discuss NGSS science instruction. This is exciting because anchoring phenomena and driving questions can be the key to student engagement.
When I was first introduced to the importance of anchoring phenomena in NGSS instruction, I remember Googling “NGSS anchoring phenomena” and getting two, maybe three results — and even they weren’t really what I needed. Today, the same search returns more than 2000 results. In a very short time, knowledge and resources have increased at a breakneck pace. Today, I know I can find the resources I need to help me anchor phenomena to the standards with relative ease. I’d like to share some of my favorite results from my search with you.
Click here to read the full story on the Teaching Channel (February 17, 2017)