Tara AW McGill

Thank you all! This was great. Enjoy the rest of NSTA Portland and we hope to see you all at NSTA Chicago in a few months! #NSTAchat

@ebzscience Ah got it! Thanks for looking it up :) #NSTAchat

A7: We also have a new paper that came out about the storyline instructional model tandfonline.com/doi/full/10.10… #NSTAchat

@ebzscience Love these! Is the purple book the Atlas? #nstachat

A7:We’re lucky to have a growing body of great resources out there! Check out stemteachingtools.org nextgenscience.org/resources/exam… and an oldie but a goodie inquiryproject.terc.edu/shared/pd/Talk… #NSTAchat

@arias1artist @caahayes I love that - opening our teaching practice to learn together

@caahayes A6: I would recommend exploring the content of other educators 3-D teaching experiences. And do not be afraid...the children will show their joy at being in charge of their own relevant learning, and collaborate with planning and designing their own projects. #NSTAchat

A6: One thing we always practice is getting into the shoes of our students. We like to call this “thinking like a kid.” What would students be thinking now? What questions would they have? #NSTAchat

@drloriandersen @caahayes Student agency is key!

@caahayes Q4: Ss should be the builders of knowledge, guided by the T. Ss should have agency in determining questions they can answer. Ss should be investigating phenomena that matter to them. #NSTAchat

A4: If we remove the heavy lift of being partners in deciding where to go next, we rob kids of that deep science thinking where most scientists spend their time! #NSTAchat

A4: Students should be partners with the teacher in not only figuring out how and why phenomena occur, but also partners in deciding what questions to ask next and how the class might go about investigating those questions. #NSTAchat

A3: It takes time planning and predicting what Ss might say/do/think to motivate next steps in a way that’s coherent from the students’ perspective. And the first time doing a 3D unit can take more than double the time you might expect! Give yourself grace :) #NSTAchat

A2: Ts should consider what Ss will think, wonder, say, and do. How will Ss be actively involved in the work of figuring out DCIs, rather than just hearing about what someone else already figured out? #NSTAchat

@drloriandersen @caahayes Hi, Lori

@caahayes Lori Andersen. Honolulu, HI. This year I'm teaching grades 4 and 5 science. #NSTAchat

@ebzscience Yes, definitely a partnership, right?!

@caahayes Thanks, Carolyn!

@tarantulamarch Welcome Tara! #NSTAchat

A1: 3D teaching means that the T is working alongside a classroom community of Ss to identify questions and debate how to make progress on figuring out how or why a phenomenon occurs. During this work together, the class uses SEPs and CCCs to develop the DCIs. #NSTAchat

@ebzscience Hi There!

Hi Everyone! I’m Tara McGill, curriculum dev spec and adjunct faculty at Northwestern. I’m a part of the NextGen Storylines team, led by Brian Reiser, and I love that we get to partner with amazing collaborators across the nation! Prior teaching experience in HS Bio #NSTAchat

We already have a unit on this topic? Can't we just repurpose it for the #NGSS? ➡️A new Story from the Field about @nextgenstoryli1 work designing #NGSSDesignBadge recognized units & the Five Key Takeaways for Transforming Science Education Resource: bit.ly/NGSSStories

87 teachers in 10 states field-tested our #OpenSciEd Metabolic Reactions unit, providing essential feedback to ensure it became the #highquality unit it is today. #ThankATeacher #TeacherAppreciationWeek openscied.org/7-3-metabolic-…