In this second installment of my end-of-year reflection, I'll again be referring to part of the following statement from the EQuiP Rubric.
Grade-appropriate elements of the science and engineering practice(s), disciplinary core idea(s), and crosscutting concept(s), work together to support students in three-dimensional learning to make sense of phenomena and/or to design solutions to problems.
While my last blog focused on the challenges of being "grade-appropriate," this post will focus on the phrase "work together to support students in three-dimensional learning." Three-dimensional learning has become a buzzword in science education in certain circles. We talk about it being the integration of science and engineering practices, disciplinary core ideas, and crosscutting concepts. It may be easy to talk about, but it's a paradigm shift in science education, and it's been hard to accomplish in year one of NGSS implementation.
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