Play the whole episode by clicking the play button below or finding on your podcast platform:
Ty Scaletta, a 6th grade NGSS teacher, shares with us how to plan and teach in response to students prior conceptions and the importance of leveraging those prior conceptions when thinking about equity and engagement in NGSS storylines. He begins by explaining his shift from using the word “misconceptions” to prior conceptions. And ends with talking about his work with OpenSciEd. Lots of NGSS goodies here!
Join our Facebook Group and let us know what you think of this episode. And remember, you’re phenomenal!
"One of the big ways you can leverage prior conceptions is by being intentional about eliciting students' initial ideas about something before making that next step. If we're using a phenomenon, how do we give kids a chance to talk, write, and draw about what they think is happening?" [6:55-7:15] Ty Scaletta
"I would say prior conceptions is one of the places where you see the greatest difference across identifiers, because kids' experiences are so different and kids' prior science class experiences are so different." [11:55-12:10] Ty Scaletta
"The class doesn't move until the class moves it. We don't move along as a class until the class is ready to move along." [15:30-15:45] Ty Scaletta
"One of the great things about eliciting prior conceptions and activating them is we all develop a common vocabulary together and we're keeping our observations and explanations in student language." [21:00-21:25] Ty Scaletta
Ty on Twitter: https://twitter.com/mr__scaletta
Next Gen Storylines: http://www.nextgenstorylines.org/
Find us on iTunes
Find us on Google Play
Find us on Stitcher
Find us on Spotify
Be sure to subscribe to this podcast so you stay up to date on all our future episodes. Or sign up for email notifications of podcast episodes.