Ms. Brianna Reilly

@racheljcox87 The Spirit Catches You and You Fall Down is a fantastic look at a failed intersection of western medicine and Hmong culture.

Some of my favs that I can’t help but share are: Lab Girl, The Feather Thief, Timefulness, The Spinning Magnet, The Fossil Hunter 📖 🧬 ❤️ #ngsschat

A1: I’m excited to get some reading done. I ❤️ when storytelling & science combine. I recently read Great Adaptations and just started Hurricane Lizards & Plastic Squid. So many great science books out there. What other books should I add to my list? #ngsschat

@VOScience @TdiShelton I love the SEP web from @nextgenstoryli1 and have always been hopeful for some similar creative representation of the CCCs, too!

@TdiShelton A3. I would like to find a good poster or anchor chart of some sort for the CCCs to put in my classroom to help them simply be more present, and to help me be more mindful of them wile I teach. #NGSSchat

Q3 If you were going to pick a practice or crosscutting concept to try some new strategies with... which one would it be... what new ideas have you seen for elevating these dimensions in the classroom? #NGSSchat

A3: Not a specific CCC, but but I’ve been think a lot about how to move Ss to using targeted elements of the CCCs independently as a sense making tool, and what “teacher chess moves” can help push Ss toward the elements we’re targeting and still allow S choice. #NGSSchat

A2: I’m hoping to continue growing in my knowledge of culturally relevant pedagogy in middle school science classrooms. Planning to read “Science in the City” by @Doc_B_Brown #ngsschat

@gosciencego What’s your study on?

A1: Professionally - spending some time digging into my reading list. Any recent resources you’re championing right now that I should catch up on?? #NGSSchat

Hi Everyone! Brianna joining from NJ - it’s been a while but I’m so glad to be joining tonight and learning from you all! #ngsschat

@TedWillard2061 @NSTA_Atlas YOU have strong feelings about the arrows... I never would have guessed! ;)

@MisterSci I like the ideas represented with the image, but I admit I am particular about how arrows are drawn between boxes. @NSTA_Atlas #NGSSchat

I love that image. This is no scientific method. The practices are not sequential. We use them in varying orders and repeat them as needed to solve problems and understand the world ... because that's what scientists actually do! #NGSSchat

A7b: But - Figure 6.3 in "Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices" is a really powerful reminder of ALL of the ways models interact with the other practices!! #NGSSchat

A7a: Constructing Explanations and Designing Solutions always comes to mind first - students final explanatory models can be their explanation of a phenomena! #NGSSchat

@MisterSci Hi, Dan! It's wonderful to "see" you again! I hope distance learning has treated you well over the last year =)

@MsB_Reilly @TerryContant Mine's a little more insidious, they just get used to me laughing and asking, rhetorically, "You really think I'm going to answer that?" (Also hello! I still remember your wonderful NSTA from last summer! Thank you again!)

Do you find students are frustrated when no right or wrong? Teachers as learners often are in my experience. #ngsschat

A6: With my HS students who haven't done a lot of modeling, it was so important for us to step back and learn the basics. They needed the skills AND knowledge about models and modeling from K-8 before they could engage meaningfully in 9-12 elements. #NGSSchat

@TerryContant I taught MS and HS students - They'd been used to getting the right answer for years! My favorite part of the year was always when students started telling each other "she's not going to answer that question, we need to figure it out!" =). #NGSSchat

@MsB_Reilly What grade level were your student? #NGSSchat

A5: Cell cakes, erupting volcanoes, etc... Models are defined by how they're used! If students aren't using them as a way to figure out a phenomenon, they're not really engaging in the practice. #NGSSchat

A4: The complexity of the models increase with grade level, students will use multiple types of models, and the sophistication of their use changes. Students will likely also be modeling more complex and sophisticated phenomena at higher grade levels. #NGSSchat

This is so powerful! A huge aha! for me was hearing @TdiShelton say that many students don't know what they don't know until you ask them to model it, and they realize they can't! What a powerful way to identify gaps in knowledge and and ask questions! #NGSSchat

@MarkNechanicky @TedWillard2061 @BK3DSci This is great - Students are scientists, and scientists revise based on new evidence! There are great connections to the Nature of Science here, too. #NGSSchat

@TedWillard2061 @BK3DSci @MsB_Reilly Like this perspective, so the models allow Ss to update and modify things which is one very different part than teaching the "how to publish an article" scientific method. Back in my grad research lab we revised nonstop. Good S experience. #ngsschat

A1: Modeling helps students make their thinking visible, at all stages of understanding. They have the opportunity to represent their initial ideas through models, update as they gather evidence, and create explanatory models! #ngsschat

A2: Students must be trying to explain a phenomena - I love the description in the SEP book that says modeling is distinct from it's representational form. Modeling can look a lot of different ways, as long as students are using the model as a sensemaking tool! #ngsschat

YES!! This is great! Giving all students the opportunity to share their mental models with others, without limiting them! #NGSSchat