The FERA Instructional Strategy Guiding Questions

• What is the FERA instructional strategy?• How does the cycle connect to other disciplines?• What routines are important?• How can grouping be maximized to increase

engagement and communication?• What is an effective FOCUS?• How do you facilitate EXPLORE?• How does the learning become clear in REFLECT?• How can you extend APPLY?• How does the cycle connect to the Nutley Teacher

Framework?

FERA CYCLE

The STC Program embeds the FERA cycle for each lesson. This cycle has been developed by the National Science Resources Center (NSRC) and highlighted by the Center for Inquiry Science and Smithsonian Institute as a research proven method for inquiry science.

Focus Question -, students record and discuss their prior knowledge, make predictions identify the problem/hypothesis

•Explore – write/design a plan, materials, what and how to collect data, test ideas, do the hands-on inquiry

•Reflect –Analyze results. Make claims, use data, graphs, other visuals to support claims (evidence). Explain, teach, defend findings to someone else, then write a Conclusion.

•Apply – How is new knowledge applied in “real world”? Read to deepen content, new questions come up?

PLANNING TO USE THE FERA CYCLE….

• Routines - important to develop routines for students

• Grouping - Ideal is heterogeneous groups of 4 (1,2,3,4)

• Roles – Lead Scientist, Materials Manager, Reader, Share Out….ROTATE!

• Facilitator - Role of teacher• Notebook - Focus S/G/C; data sheets,

graphs, analysis, blackline masters; Reflect S/G/C, conclusion; apply extensions

FOCUS STRATEGIES

• A question that activities student prior knowledge and will lead to a prediction for “explore”

• Think/Pair/Share• Time Self and Group (2 minutes?)• Only allow “sharing seat” to share out• Share out on something that can be kept up for the

entire lesson. • During share out - it is OK to put up misconceptions - do

not correct, allow students to correct later• If questions arise, put in “parking lot”

EXPLORE STRATEGIES

• Teacher models activity• “Reader” should refer to procedure (STC book, board)• “Materials manager” is responsible for handling

materials• Data is recorded, graphed, analyzed, communicated

Reflect Strategies

• Similar to “focus”, except now - claims have to be based on evidence - T chart

• Answers MUST be correct

APPLY STRATEGIES

• RELATE TO TEXT• RELATE TO SELF• RELATE TO WORLD• MANY EMBEDDED READINGS IN STC

PROGRAM

NUTLEY TEACHER FRAMEWORK “PROFECIENCY”

• Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline. (1a)

• Teacher's knowledge of how students learn is accurate and current. Teacher applies this knowledge to the class as a whole and to groups of students. (1b)

• Outcomes reflect several different types of learning and opportunities for coordination. (1c)

• Teacher displays awareness of resources to enhance content and pedagogical knowledge available through the school or district and some familiar ity with resources external to the school and on the Internet. (1d)

• All of the material and resources are suitable to students, support the instructional outcomes, and are designed to engage students in meaningful learning. (1e)

• Teacher has a well-developed strategy to using formative assessment and has designed particular approaches to be used. (1f)

• Students demonstrate through their active participation, curiosity and taking initiative that they value the importance of the content. (2b)

• Small-group work is well organized, and most students are productively engaged in learning while unsupervised by the teacher. (2c)

• Routines for handling materials and supplies occur smoothly with little loss of instructional time. (2c)

The FERA Instructional Strategy Guiding Questions

• What is the FERA instructional strategy?• How does the cycle connect to other disciplines?• What routines are important?• How can grouping be maximized to increase

engagement and communication?• What is an effective FOCUS?• How do you facilitate EXPLORE?• How does the learning become clear in REFLECT?• How can you extend APPLY?• How does the cycle connect to the Nutley Teacher

Framework?