Colonial showcases Open SciEd phenomenon-based science instruction at middle schools

Colonial School District staff presented a demonstration of the district's middle-school science program on Sept. 9, showing how Open SciEd's phenomenon-based instruction is being used to teach students to ask questions, test ideas and build models. Dr. Nick Baker, introduced the presentation and said teachers now "start with a phenomenon of some sort, something puzzling that the students are seeing in the real world" rather than beginning with definitions. He was joined by Kim Molpena, the district's science instructional coach, and Tahira ("Ty") Rogers, a McCullough Middle School science teacher, who led a brief hands-on classroom activity for the board. Molpena said the district assembled lead science teachers from every building to create a shared science vision and distributed a Colonial model of instruction that guides K–12 science learning. Staff described the elementary program using Amplify Science and middle/high school implementation with Open SciEd. The presenters said units typically span several weeks; during the meeting teachers demonstrated a short classroom phenomenon involving an inverted cup and index card that prompted student questions, tests and further investigation. Teachers described benefits they see in students: increased curiosity, hands-on engagement and discourse that lets students "do the work of a scientist" rather than recalling definitions. The presenters said teachers act as facilitators while students design experiments, analyze data and build explanations. The district noted it began using this approach during the COVID period and has hosted other districts to observe Colonial classrooms. Board members asked a few clarifying questions about materials and alignment; the presentation included an offer to let board members visit classrooms to see units in action. No formal board action was requested or taken on curriculum during the meeting.