Did we succeed? I think the best answer is partially. In the past, we’ve tried to accomplish that by using vocabulary lists, encyclopedic texts, and culminating lab activities. Our goal always has been to help students understand the process of science. He explained that future questions can come from student discussions, facilitated by the teacher.Īnchoring phenomena can be a game changer for science teachers. By using that image as the anchoring event, Aycock demonstrated how it could generate many more questions from us. I don’t recall the question he posed, but I do remember it had something to do with water, and he showed us an image of a home that was buried in snow. I first began to understand the purpose of anchoring phenomena a few years ago when I attended a professional development session with fellow NSTA curator Brian Aycock. How do anchoring phenomena enhance the shift from content-driven to process-driven classrooms? Anchoring phenomena give students and teachers the stability to start a science lesson and the flexibility to formulate questions through the science processes. I think Ivor Robson’s role in golf relates to anchoring phenomena in the Next Generation Science Standards ( NGSS) because before our students can start their science journey, their teachers need to anchor it to something strong, such as an anchoring question or phenomenon, to serve as a foundation. In addition, he served as the anchor for every player, who couldn’t begin playing until Robson called out his or her name and native country. Robson spent 41 years introducing each player on the first tee, and he never missed a tee time… ever. Who is Ivor Robson, and why is he associated with anchoring phenomena? If you are a longtime golf aficionado, you know that Ivor Robson had a special role at the British Open.
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