When things aren't working, sometimes you need to come back to the basics. In this episode, we look at the brain science behind student engagement (or lack thereof) in the classroom. In the midst of a global pandemic, the "stuff that gets us by" might not be effective enough to "get us by" -- so we may find value in returning to the foundations of authentic engagement and successful 3D teaching: strong classroom relationships, safe community, and routines. This episode (the first of a short series) digs into what's going on in your students' brains as the first step to understanding what you can do to meet their needs right now while paving the way for more successful learning in your classroom moving forward.

Click here for the full episode recap.

Referenced Resources:

• Spark Subscription
• Culturally Responsive Teaching & The Brain*

More Resources: 

• Teaching Science in 3D on Instagram & Facebook
• Submit a Question
• Explore phenomenon-based, discovery-centered learning with iExploreScience.
• Get on the waitlist for the Spark Subscription.

*affiliate link

📬 Stay Connected

• 📰 Substack: https://iexplorescience.substack.com/
• 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience
• 📸 Instagram: https://www.instagram.com/iexplorescience/
• 👍 Facebook: https://www.facebook.com/iexplorescience/
• 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/

Nicole and Erin have learned so much in the last 100 episodes! In this episode, they recount what they have learned about 3D teaching in the last 100 episodes.  They talk about where they are now and how it is different from where they started.  They discuss their wins as well as their challenges and mistakes.   

📬 Stay Connected

• 📰 Substack: https://iexplorescience.substack.com/
• 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience
• 📸 Instagram: https://www.instagram.com/iexplorescience/
• 👍 Facebook: https://www.facebook.com/iexplorescience/
• 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/

Now that you've taught your students about the Crosscutting Concepts, it's time to use them in your classroom.   The more often that students make connections to the CCCs, the more valuable that they become.  In this episode, Erin provides you with 5 easy-to-implement Crosscutting Concept examples to use in your classroom.   

Click here to see the full episode recap.   

Also, before listening to this episode, make sure that you have heard episode 98: How to Teach the Crosscutting Concepts

More Resources: 

• FREE Download - 55 Ready-to-Use Crosscutting Concept Questions
• Buy Erin's Crosscutting Concept Reference Sheets and Graphic Organizers
• Teaching Science in 3D on Instagram & Facebook
• Submit a Question
• Explore phenomenon-based, discovery-centered learning with iExploreScience.
• Get on the waitlist for the Spark Subscription.

📬 Stay Connected

• 📰 Substack: https://iexplorescience.substack.com/
• 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience
• 📸 Instagram: https://www.instagram.com/iexplorescience/
• 👍 Facebook: https://www.facebook.com/iexplorescience/
• 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/

Even though the Crosscutting Concepts are a vital part of student understanding of science, they are often forgotten in the lesson planning process.  In this episode, Erin discusses how to evaluate your lessons and teach the Crosscutting Concepts.   

Check out the episode recap here.

Other Episodes: 

• 29: How to Integrate the Crosscutting Concepts
• 64: Quick wins with the Crosscutting Concepts

Resources:

• Get Erin's FREE 3D Lesson Planner Template 
• Buy Erin's Crosscutting Concept Reference Sheets and Graphic Organizers
• Teaching Science in 3D on Instagram & Facebook
• Submit a Question
• Explore phenomenon-based, discovery-centered learning with iExploreScience.
• Get on the waitlist for the Spark Subscription.

📬 Stay Connected

• 📰 Substack: https://iexplorescience.substack.com/
• 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience
• 📸 Instagram: https://www.instagram.com/iexplorescience/
• 👍 Facebook: https://www.facebook.com/iexplorescience/
• 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/

When you are starting your unit, you want to make sure that your activities are very accessible for all students.  In this episode, we discuss activities that don't require a lot of prior knowledge to complete.  These will help lead your students into the unit in a meaningful and attainable way.   

Other Resources:

• Teaching Science in 3D on Instagram & Facebook
• Submit a Question
• Explore phenomenon-based, discovery-centered learning with iExploreScience.
• Get on the waitlist for the Spark Subscription.
• Get on the Waitlist for the Student-Driven Investigations Course by clicking here:  SadlerScience.com/investigate

📬 Stay Connected

• 📰 Substack: https://iexplorescience.substack.com/
• 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience
• 📸 Instagram: https://www.instagram.com/iexplorescience/
• 👍 Facebook: https://www.facebook.com/iexplorescience/
• 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/

What Should We Do (And Not Do) When Beginning A Unit? In this recording from a pop-up training the Spark Student Driven Science Learning Facebook group, Nicole shares three things she keeps in mind when beginning a phenomenon-based unit.

Related Episodes:

• Episode 17: Using Student Questions to Build Storylines
• Episode 87: How to Choose Better Phenomena 
• Episode 94:  What To Do With Student Questions

Other Resources:

• YouTube - Why Your Students Won't Ask Questions - By Nicole VanTassel
• Blog Post -  Using Student Questions in Your NGSS Storyline - By Erin Sadler 
• Teaching Science in 3D on Instagram & Facebook
• Submit a Question
• Explore phenomenon-based, discovery-centered learning with iExploreScience.
• Get on the waitlist for the Spark Subscription.
• Get on the Waitlist for the Student-Driven Investigations Course by clicking here:  SadlerScience.com/investigate

📬 Stay Connected

• 📰 Substack: https://iexplorescience.substack.com/
• 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience
• 📸 Instagram: https://www.instagram.com/iexplorescience/
• 👍 Facebook: https://www.facebook.com/iexplorescience/
• 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/

As we head into this school year, we know students didn't get the same quality of schooling that they had in the past. So, what do we do about it? How important is prior knowledge in a science class? Do you need to build background knowledge for your students in order for them to be successful? In this episode, we talk all about prior knowledge and explain why you don't have to frontload information in your science units. 

This episode is part of the three-episode series that discusses meeting our students where they are when they enter our classrooms this year. Here are the other episodes in the series:

Episode 96 - Coming Soon
Episode 97 - Coming Soon

Other Resources

• Be Curious Community Cohort - Click here for application information.  
• Teaching Science in 3D on Instagram & Facebook
• Submit a Question
• Explore phenomenon-based, discovery-centered learning with iExploreScience.
• Get on the Waitlist for the Student-Driven Investigations Course by clicking here:  SadlerScience.com/investigate

📬 Stay Connected

• 📰 Substack: https://iexplorescience.substack.com/
• 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience
• 📸 Instagram: https://www.instagram.com/iexplorescience/
• 👍 Facebook: https://www.facebook.com/iexplorescience/
• 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/

Asking questions is one of the Science and Engineering Practices.  But what is the significance of the practice?  What do you do with those questions?  Find out in this episode.   

Read the full episode recap here.   

Related Episodes:

• Episode 10:  How to Teach for Student Discovery
• Episode 17: Using Student Questions to Build Storylines
• Episode 87: How to Choose Better Phenomena 

Other Resources:

• YouTube - Why Your Students Won't Ask Questions - By Nicole VanTassel
• Blog Post -  Using Student Questions in Your NGSS Storyline - By Erin Sadler 
• Be Curious Community Cohort - Click here for application information.  
• Teaching Science in 3D on Instagram & Facebook
• Submit a Question
• Explore phenomenon-based, discovery-centered learning with iExploreScience.
• Get on the Waitlist for the Student-Driven Investigations Course by clicking here:  SadlerScience.com/investigate
• Get on the waitlist for the Spark Subscription.

📬 Stay Connected

• 📰 Substack: https://iexplorescience.substack.com/
• 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience
• 📸 Instagram: https://www.instagram.com/iexplorescience/
• 👍 Facebook: https://www.facebook.com/iexplorescience/
• 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/

📬 Stay Connected

• 📰 Substack: https://iexplorescience.substack.com/
• 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience
• 📸 Instagram: https://www.instagram.com/iexplorescience/
• 👍 Facebook: https://www.facebook.com/iexplorescience/
• 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/

An NGSS classroom is a unique learning environment. Sometimes, this leads to confusion.  So, it's important to create buy-in right away.  Learn how to get parent and admin support for the major shifts that come with the NGSS.

Related episodes: 

• 3 Mistakes You're Making with Your NGSS Tests
• How to Teach for Student Discovery
• What to Avoid When You Head Back to School

Other resources: 

• Click here to grab your FREE 3D Planner.  
• Click here to grab your FREE Storyline Starter and check out the Spark Subscription. 
• Teaching Science in 3D on Instagram & Facebook
• Submit a Question
• Explore phenomenon-based, discovery-centered learning with iExploreScience.

📬 Stay Connected

• 📰 Substack: https://iexplorescience.substack.com/
• 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience
• 📸 Instagram: https://www.instagram.com/iexplorescience/
• 👍 Facebook: https://www.facebook.com/iexplorescience/
• 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/