Remote Learning Resource Leading an Anchoring Phenomenon Routine The Anchoring Phenomenon Routine is used to kick off a unit of study and drive student motivation throughout the unit. The purpose of the Anchoring Phenomenon Routine is to build a shared mission for a learning community to motivate students in figuring out phenomena or solving design problems. The Anchoring Phenomenon Routine is an essential part of the OpenSciEd instructional model, the inquiryHub instructional model, and the NextGen Storylines instructional model. In an Anchoring Phenomenon Routine, students: ● Are presented with a phenomenon or design problem ● Write and discuss what they notice and wonder about from the initial presentation ● Create and compare initial models of the phenomenon or problem ● Identify related experiences and knowledge that they could draw upon to explain the phenomenon or solve the problem ● Construct a Driving Question Board ● Identify potential investigations to answer the questions on the Driving Question Board In this document, we offer some initial suggestions for how to adapt an Anchoring Phenomenon Routine to a remote learning environment. In a regular classroom, the routine might last one or two days; as outlined here, it might span multiple days, so that students have time both to generate ideas and build on each others’ ideas. Many schools use Google Classroom, and there are a number of tools that can support the Anchoring Phenomenon Routine. The Google Doc version of the curriculum units will be an essential resource for making adaptations of materials themselves. In addition, Google Drawings, and G oogle Jamboard are tools that students can use to construct initial models and build a class Driving Question Board.
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