Leading Educators in Authentic Development: Adult Learning Theory (Session 2 of 4)

Display slides 12–14 to introduce the Sequencing Authentic Science Lessons PD. Pass out the Vervim in Pharkles handout with quiz questions. Ask participants to silently read along with you as you read the paragraph on slide 15 out loud. Have participants complete the quiz. Review the answers on slide 16 and celebrate that everyone got 100% of the answers correct. 

Tell participants that, based on the quiz results, you are comfortable that everyone understands pharkles, so they are now going to create a model of how a merobite turns. Display slide 17 and ask them to draw a diagram using proper vocabulary and labels. After groups have drawn their models, show slide 18. Give each group a pharkle kit and ask them to make their merobite turn. Once they have succeeded, have them redraw their models to demonstrate how the system actually works, still using vocabulary and labels.

Review the formal model with them on slide 19 and reveal the translated vocabulary on slide 20. At this time, give participants the Vervim in Pharkles Translation handout. If time permits, review the quiz answers on slide 21, using the translated information.

Next, ask participants to reflect on the following prompt and ask for a few volunteers to share their thoughts: "How would starting with the activity rather than the reading have changed your learning experience?" Next, share the quote about vocabulary and science on slide 22. Tell participants that prioritizing student experiences over vocabulary in this way can be thought of as an Activity Before Content (ABC) approach (slide 23).

Assign the participants into three groups and send them to a station. Display slide 24 and give instructions for the station activity. At the station, participants will follow the Science QR Codes handout to explore one of three instructional approaches that use the ABC format. 

Have participants review the example materials at their station and create a poster using the Window Notes strategy. Then ask each group to briefly share out the information on their posters to the whole group.

Debrief this activity by asking participants to summarize the common characteristics of all three ABC structures (e.g., teacher and student roles, characteristics).

Pass out or share digitally the Authenticity Learning and Teaching Reflection Tool. Give participants time to read through and think about how the ABC format supports the Components of Authenticity.

Next, move to slide 25 and have participants share with a partner or a small group which Components of Authenticity they found to be reflected in the ABC models they explored. Briefly review what the research says about ABC learning on slide 26.

To wrap up the model PD, have participants use sticky notes to complete the I Used to Think…But Now I Know strategy, on slide 27, to reflect on their understanding of how best to sequence authentic science lessons.

Encourage participants to individually think about the activities from today through the lens of the Authentic Lesson Reflection Tool handout. Using the reflection questions provided in the handout, participants identify any tasks or activities that address those questions. Allow time for participants to reflect on the elements of authenticity that they have experienced, and then encourage participants to share out.

Display slide 28. Go through the strategies in the Instructional Strategy Note Catcher as a group and help participants write down what each strategy is and how they might apply it in their classroom. Quickly discuss each strategy and tool individually. Strategies reviewed in this activity include Window Notes and I Used to Think…But Now I Know.