3D Protocol for Blended Learning Instruction

I have synthesized the following 3D protocol based journals and books I have read and workshops that I have attended:

Start with a phenomenon and have students do the following:

1. Observe and record the components of the system [5mins]
2. Select 3 pairs of components and describe how the components of the pairs interact with each other [10mins]
3. Generate 5 questions for investigation about the phenomenon [5mins]
4. Classify questions as open or closed questions [2mins]
5. Create an initial model individual model of the phenomenon in science notebook [10mins]
6. Create an initial small group consensus model of the phenomenon [30mins]
7. Select 1 question for investigation with the group [2mins]
8. Option#1: Collect evidence for investigation in Jamboard [30mins]
9. Option#2: Interpret and sort evidence provided by the teacher [30mins]
10. Option#1: Record experimental design [15mins]
11. Option#2: Describe how relevant evidence explains the mechanism of the phenomenon in a reflection prompt such as summary table[15mins]
12. Observe the model and experimental design of other groups [30mins]
13. Apply MARK protocol to the initial small group consensus model [15mins]
14. Create a revised model individual model that explains the mechanism of the phenomenon [30mins]

References:

Anderson, P. (July 29, 2020). Teaching Science Remotely 1. Virtual.

Passmore, C., Schwarz, C., & Mankowski, J. (2017). Developing and using models. In C. Schwarz, C. Passmore, & B. J. Reiser (Eds.), Helping students make sense of the world using next generation science and engineering practices (pp. 109-134). NSTA Press.

Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Harvard Education Press.

Tversky, B. (2011). Visualizing thought. Topics in Cognitive Science, 3(3), 499-535. https://doi.org/10.1111/j.1756-8765.2010.01113.x

Wilkerson-Jerde, M. H., Gravel, B. E., & Macrander, C. A. (2015). Exploring shifts in middle school learners’ modeling activity while generating drawings, animations, and computational simulations of molecular diffusion. Journal of Science Education and Technology, 24(2), 396-415. https://doi.org/10.1007/s10956-014-9497-5

Windschitl, M., Thompson, J. J., & Braaten, M. L. (2018). Ambitious science teaching. Harvard Education Press.