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Jason Buell: Teachers more often use proximal phenomena in their formative assessment, some use of distal phenomena as well. #NARST2019
Students had trouble seeing relationships between proximal phenomena and anchor phenomena. Work with teachers can help them think about the teaching practices that could support students to make these connections. #NARST2019
Jason Buell: Found that phenomena in formative assessments can help create the need for next steps the class should take. #NARST2019
Jason Buell: The framework for how teachers can use phenomena in formative assessment could be a tool to guide teachers in purposefully choosing phenomena for their specific instructional goals. #NARST2019
Finally, @SciEdHenry and @philiplbell sharing their work on using phenomena to support expansive science opportunities. #NARST2019
@SciEdHenry @philiplbell @SciEdHenry reminds us of our responsibility as science educators to make science meaningful and socially consequential for all students. YES! #NARST2019
@SciEdHenry @philiplbell @SciEdHenry: Adding interest and identity to the 3 dimensions helps orient NGSS toward equity and justice. #NARST2019
@SciEdHenry @philiplbell @SciEdHenry: Phenomena don't stay behind when we do phenomena, they are taken with us as we travel in the world. It means we need to contextual subject matter so we can take it with us! #NARST2019
@SciEdHenry @philiplbell @philiplbell shares the goals of the project to locate social sources and sinks of classes of phenomena, especially those that purposefully facilitate equity and justice projects #NARST2019
@philiplbell: particular phenomena do specific work for equity and justice science projects #NARST2019 
@philiplbell Dr. Julia Gouvea sees three themes across presentations in dynamics, variation, in trade-offs in designing science phenomena. #NARST2019
@philiplbell Dr. Julia Gouvea: Asking students to develop questions after being introduced to a phenomena doesn't match what scientists do. Questions come out of long-term engagement with phenomena #NARST2019
@philiplbell Dr. Julia Gouvea asks us what is the purpose of pausing our long-term engagement with a phenomena to formatively assess students with a new phenomenon as a snapshot? #NARST2019
@philiplbell Dr. Julia Gouvea recognizes that we need different phenomena, and how people change in their engagement with phenomena over time. How do interest and identity change and adapt THROUGH phenomena? #NARST2019
@philiplbell Dr. Julia Gouvea: We need to study how people take up the phenomena they are exposed to. We can't predict how people connect with phenomena #NARST2019
@philiplbell Question: How are you defining global/local, for example for students who have lived and experienced different parts of the world? #NARST2019
@philiplbell Question: Have the presenters thought about how to sequence phenomena across lessons, months, years? #NARST2019
@philiplbell @philiplbell: Students should have the right to see different personal and meaningful phenomena several times in a school year. #NARST2019
@philiplbell @educatordeb: building a classroom community is key in thinking about sequencing and diversity of phenomena #NARST2019
@philiplbell @educatordeb @bpenuel: We're trying to meet teachers where they are with the constraints that are within their systems. We want to think about opening up new conversations for teachers. We have to keep this in mind in our work with phenomena #NARST2019
