5850840
Beschreibung
Mindmap von Lindsey Stevenso, aktualisiert more than 1 year ago
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Erstellt von Lindsey Stevenso
vor mehr als 8 Jahre
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Week 4 Reflection
- CONTENT
- Discourse Primer
- Talking is the primary mode of sense-making in
humans.
- When teachers hear students talk, they can access student thinking
and adapt instruction to current level of student understanding.
- Areas for improvement in
my classroom
- Ask higher cognitive-demand questions that focus on
sense-making and are authentic.
- Use meta-cognitive questions to help
make students more independent.
- Scaffold academic language
- End of year goal: Students should be asking the
questions that I was asking at the beginning of the year.
- Ask higher cognitive-demand questions that focus on
sense-making and are authentic.
- Continue doing these things
- Avoid IRE patterns of talk!
- "Pre-think" the end goal of
each discussion!
- Using re-voicing techniques
(amplifying, connecting student
language with academic language)
- "What is your evidence?"
- Avoid IRE patterns of talk!
- Talking is the primary mode of sense-making in
humans.
- Constructivism
- Students must construct their own meanings of what they see.
- Paramount in designing curriculum: Student interests, previous
experiences & knowledge
- Small group work stimulates higher levels of cognitive activity!
- We know something only when we can explain it.
- Misconceptions can be stubborn and need hands-on and mind-on
strategies to disprove them!
- Students must construct their own meanings of what they see.
- Inquiry-Based Teaching
- Instructional pie
- Increase: Inquiry and Demonstrations
- Decrease: Student Activities and Discussion
- Increase: Inquiry and Demonstrations
- Instructional pie
- Discourse Primer
- S&E PRACTICES
- Asking Questions & Defining Problems: When students have
an opportunity to ask their own questions, we can assess their
current understanding and misconceptions.
- Engaging in Argument from Evidence: Students
need to practice metacognition through
collaboration and discussion with their peers.
- Asking Questions & Defining Problems: When students have
an opportunity to ask their own questions, we can assess their
current understanding and misconceptions.
- DISCUSSION
- Rating: 5
- Interesting/ Useful Conversations
- Contributed: Research template
to help students avoid
plagerism
- Take-away: Using primary sources to
access prior knowledge
- Take-away: Computer-based concept mapping- GoConqr
- Contributed: QFT technique
- Contributed: Padlet
- Contributed: Research template
to help students avoid
plagerism
- Rating: 5
- INQUIRY INVESTIGATION
- Tested possible materials for insulating the beaker in my box.
- Cork:
Loss of
9.1
degrees
Celsius
- Cotton balls:
Loss of 13.4
degrees
Celsius
- Rice:
Loss of
9.8
degrees
Celsius
- Cork:
Loss of
9.1
degrees
Celsius
- Tested possible materials for insulating the beaker in my box.
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