Video: Making Claims From Evidence
By using different lenses, a given video can act as a tool to anchor several different types of conversations about what students are learning, how they are learning it, and what a teacher could do to support different kinds of learning experiences. Below are a few questions to help viewers reflect on this classroom video. This is not a comprehensive list of questions, but rather a starting point:
- What kinds of scaffolds does the lesson sequence provide students for the science and engineering practices that students are developing and using?
- How do student experiences in this lesson relate to the PEs and elements of DCIs, CCCs, and SEPs? What other elements of practices, DCIs, or CCCs that are not part of the PE are included, and how does this impact student progress toward the learning goals of this lesson? (Hint! See the NGSS appendices E, F, and G for details about what students are building toward in 2nd grade.)
- Ms. Cope is drawing on CCCs to frame the questions she asks her students about their investigations throughout the lesson. Does this affect the ways that students reason through the evidence they collect to think about the DCIs?
- Ms. Cope presents a real-life example from the students’ local community to support how they think about their investigations and evidence (08:59-09:39). How does this kind of approach support learning for students?
What other questions and conversation starters do you think these videos could be used with these videos?
As viewers work through these questions and watch these brave teachers share a window into their classroom, it is important to remember that all classrooms, teachers, and students are starting in different places with the NGSS, with different support systems and different progressions. These videos can serve as a way to appreciate milestones on the way to NGSS while also identifying areas for improvement in classroom practice.