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SQUARE: I really like how you broke down the administering of an investigation. Having each group investigate different variables. 

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SQUARE: I really like how you broke down the administering of an investigation. Having each group investigate different variables. 

# data[].attributes.body
It is a long process that we will be working on for years.

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I like flipping the lesson design making the students explore for an answer or understanding

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I like flipping the lesson design making the students explore for an answer or understanding

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Square:  It takes time to do.  So, take small steps to do it.  Phenomena can be simple, small, data based.

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Square:  It takes time to do.  So, take small steps to do it.  Phenomena can be simple, small, data based.

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Using the planning template and resources introduced today.

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Using the planning template and resources introduced today.

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Square:  Refocus on teacher as facilitator.  Focus on Phenomenon to engage students, and apply to real world.

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Square:  Refocus on teacher as facilitator.  Focus on Phenomenon to engage students, and apply to real world.

# data[].attributes.body
I will be brave in trying to allow students more freedom to investigate on their own. I will also have students evaluate and revise their thinking

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Continue to work on lesson sequencing.

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I am trying to implement more phenomenon. I am trying to venture out and address more of the CCCs. 

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I am trying to implement more phenomenon. I am trying to venture out and address more of the CCCs. 

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The lesson sequencing template has a lot of overlap.

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All the acronyms drive me crazy and I have a hard time getting them cemented in my brain.

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All the acronyms drive me crazy and I have a hard time getting them cemented in my brain.

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Time is always my limiting factor. Trying to move students through challenging concepts. 

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Time is always my limiting factor. Trying to move students through challenging concepts. 

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Triangle:  I will begin lessons with engagement, then allow students to explore, and then allow students to explain.  I will begin using phenomena to drive instruction.  I will take "baby- steps".

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Triangle:  I will begin lessons with engagement, then allow students to explore, and then allow students to explain.  I will begin using phenomena to drive instruction.  I will take "baby- steps".

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Review NGSS grade specifics.

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Circle:  The amount  of time it takes.  Also, finding quality phenomena to engage students.

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Circle:  The amount  of time it takes.  Also, finding quality phenomena to engage students.