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Instructions to give students on how to join this for class comments.... 

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Instructions to give students on how to join this for class comments.... 

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equity of opportunity?

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Mary M How to stop the type A overachiever from taking over 

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Mary M How to stop the type A overachiever from taking over 

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what about "the test"... we have seen the test - how does "this" promote what seems to be needed for "the test"

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Picking some sort of anchor phenomenon in a "learning segment" or small unit has helped to connect the content to the kids, and therefore push models into it. Example: Using Rocket Science to talk about Newton's Laws and forces, where the students then made a Scientific Illustration (model) showing the systems involved with a rocket launch.

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I am concerned with time! I know you all say we have time.... but do we REALLY have time to do this EVERY unit? How?

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what do you do when the romps silent... (they don't do...)

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You talked about the crunch for time. How do we make this fit?

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I do well with modeling with my 7th graders with clay etc. but trying to get students to develop their own models with any substantial details has been difficult.

Also timing is everything. three groups done in 5 minutes 5 groups done in 45 minutes.

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How to keep students engaged to want to create a successful model?

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I want to implement this new way to teach science using modeling technique

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Would like to  use "stuff" -materials- to make models e.g. muscle contraction/nerve transmission.

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Would like to  use "stuff" -materials- to make models e.g. muscle contraction/nerve transmission.

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I have trouble building interest in my weakest students when it comes to modeling.

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MS perspective - confusion between writing definitions vs "symbolism"

HS perspective - Should they be assessed or simply as instructional tool

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I am looking for examples to get started.   I am excited about using this in my classroom.

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How do you determine what supplies you will provide to students — ensuring students have what they need, but not guiding them too much

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These strategies are new to me and new to my students.  I worry about the learning curve for the students... teaching them the protocol especially since they have not had much exposure in previous grades.

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Concern: finding models to fit Biology concepts

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Modeling during certain units and concepts feels more difficult to achieve than in other areas based on the type of content

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I struggle with students who do not have much prior knowledge when starting a unit.