Promoting Sensemaking Through an Impactful Instructional Sequence

Abstract

A valuable framework for promoting sensemaking includes the convergence of two independent ideas: (1) the focus of modern education on teaching for understanding and transfer and (2) a purposeful sequence of instruction with those ends in mind. The sensemaking framework intends to help educators identify the big ideas we want students to understand at a deep level to transfer their learning to new situations. This conception is perfectly aligned with the NGSS emphasis on teaching science through the conceptual lenses of Core Ideas (DCIs, SEPs, and CCs) rather than fixating on factual information only. This view aligns with NSTA’s four critical attributes that include phenomena, science and engineering practices, student ideas, and science ideas. The explore-before-explain instruction sequence helps teachers prioritize students constructing evidence-based claims in the sensemaking framework. What follows is a description of the four key planning considerations for sensemaking and how explore-before-explain teaching plays out in practice for teaching middle school students about thermal energy transfer.

Keywords::

• NGSS
• Physical Science
• Sensemaking
• Instructional Design
• Lesson Planning

ONLINE RESOURCES

Sensemaking—https://www.nsta.org/sensemaking

Thermal energy transfer video—https://tinyurl.com/4987yn2k

Gases intro video—https://tinyurl.com/­rj38mau9

Mixing water video—https://tinyurl.com/bdefwrcb

Additional information

Notes on contributors

Patrick L. Brown

Patrick L. Brown ([email protected]) is the executive director of STEAM and Career Education, Fort Zumwalt School District, Saint Charles, Missouri.

Rodger W. Bybee

Rodger W. Bybee is an educational consultant in Golden, Colorado.