Instructional Sequence Matters, Grades 6–8, 1st Edition

  • Patrick Brown Western University
  • Published By: National Science Teachers Assc
  • ISBN-10: 1681405857
  • ISBN-13: 9781681405858
  • DDC: 507.1
  • 110 Pages | eBook
  • Original Copyright 2018 | Published/Released July 2019
  • This publication's content originally published in print form: 2018

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This title shows how to make simple shifts in the way you arrange and combine activities to improve student learning. It also makes it easy for you to put the NGSS into practice. After explaining why sequencing is so important, the author provides a complete self-guided tour to becoming an explore-before-explain teacher. He explains that this teaching mindset helps students construct accurate knowledge firsthand, an important component of all science learning. The book focuses on two popular approaches for structuring science lessons: POE (Predict, Observe, and Explain) and 5E (Engage, Explore, Explain, Elaborate, and Evaluate). You get guidance on how to create your own 5Es that translate the NGSS, and ready-to-use lessons featuring either a POE or 5E sequence to teach about heat and temperature, magnetism, electric circuits, and force and motion. Throughout, reflection questions spark thinking and help you develop the knowledge to adapt these concepts to your own classroom.

Table of Contents

Front Cover.
Title Page.
Copyright Page.
About the Author.
1: Rethinking Development and Learning.
2: Modern Sequences of Instruction.
3: Content and Process Working Together.
4: Where to Start.
5: Teaching About Heat and Temperature Using an Investigative Demonstration.
6: Investigating Change Using the Invisible Test Tube Demonstration.
7: There’s More to Magnetism Than Certain Objects Being Attracted to Refrigerators.
8: Making the Connection: Addressing Students’ Misconceptions of Circuits.
9: Gliding Into Understanding.
10: Leadership Can Make the Difference.
11: References.

Meet the Author

Author Bio

Patrick Brown

Patrick Brown studied linguistics at the University of Ottawa and psychology at the University of Waterloo, receiving M.A. and Ph.D. degrees. During a postdoctoral fellowship in the Department of Neurology, College of Medicine, at the University of Florida, he studied the influence of brain damage on perception of, and memory for, emotion. He taught for three years at Laurentian University in Sudbury before going to the Department of Psychology at Western University, where he has taught cognition, research methods, and statistics since 1990.