The Comprehension Model begins with the answer. When students open to a chapter in their textbook titled “Friction,” they know that Friction is likely the answer to any questions posed on the page. They will read to understand friction.
In contrast, the Concept Model begins with a question. The Next Generation Science Standards use an “anchoring phenomenon” to get students thinking about something they observe in the world. This phenomenon is normally paired with a “see think wonder” chart to help students think deeply about what they are experiencing. Students attach new concepts they learn along the way to their initial experience with the anchor phenomenon.
The Concept Model is a more equitable model of teaching science for students who struggle with literacy. An anchor phenomenon is usually a video or an experiment, which is an easier starting point for many students than a paragraph. It allows students to engage their senses as they think scientifically about a problem. It also engages students’ prior knowledge, starting them with what they know instead of overwhelming them with what they don’t know.
One of my favorite aspects of the Concept Model is that it reflects what scientists do in the “real world.” If some of my students grow up to be scientists, they will spend their days observing the world, asking questions about it, and doing research and experiments to find the answers. If science class inspires and prepares students to be scientists, then teachers are doing something right!
Last school year, my school switched to a curriculum that uses the Concept Model instead of the Comprehension Model. In the coming weeks, I will share with you the way I taught my science class and the way I designed assessments to reflect the Concept Model. It is different from a conventional science class, and it took some modification, but I was so pleased with how my students were learning that it was well worth it!
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