Classmate Interaction:
During the first (and second) period, eighth grade science class, the students were asked to work in their groups they had been working with. They were asked to reflect on the purpose of the lab that they had done previously. He asked that the oldest person in the group get out a piece of paper and write down the ideas that the group had.
This stood out to me because it caused the students to share a little about each other. It required them to open up and take an interest in their peers. I thought this was a great way to transition into the lesson, and fuel group interaction.
Articulating ideas:
During the first (and second) period, eighth grade science class, the students were given back their data analysis reports that they had turned in previously. They were told that one of the groups, from each class, would be selected to receive extra credit points. The teacher handed each of them back, and then asked the groups to tell him why they thought that their group deserved the extra points. If the group he selected did not share, they would not get the points. All but one of the groups gave an explanation as to why they thought they deserved the points. He then revealed who had earned the points, and showed on the elmo why they received the extra points.
This stood out to me as a great way to work on the student’s communications skills. They are being asked to articulate the data analysis, and share why they think their work exceeded the expectations of the teacher. I think it would also be important to make sure that you call on kids who may need more practice in doing this, instead of always letting the talkers answer, and I think the teacher did that at some points.
Use of prior knowledge:
During the 5th period, sixth grade science class, their came a time of the discussion where what they were currently learning proved that a former idea the majority of the students had was false. When the students were asked again, “what qualities determine if something is an animal or not, so is a grasshopper an animal?” one of the students replied, “Can I go back to the journal entry where we talked about that?” The teacher pointed out that it would be wise to use this as a reference.
I think this is important for the students, as they learn to use different tools for knowledge. I know a personal favorite saying of mine is, “It is not just how much you know, it is being able to know where to find the information.” It is important to teach our students that wisdom is not just being able to obtain and memorize knowledge, but to be able to organize the information that is being given.
During the first (and second) period, eighth grade science class, the students were asked to work in their groups they had been working with. They were asked to reflect on the purpose of the lab that they had done previously. He asked that the oldest person in the group get out a piece of paper and write down the ideas that the group had.
This stood out to me because it caused the students to share a little about each other. It required them to open up and take an interest in their peers. I thought this was a great way to transition into the lesson, and fuel group interaction.
Articulating ideas:
During the first (and second) period, eighth grade science class, the students were given back their data analysis reports that they had turned in previously. They were told that one of the groups, from each class, would be selected to receive extra credit points. The teacher handed each of them back, and then asked the groups to tell him why they thought that their group deserved the extra points. If the group he selected did not share, they would not get the points. All but one of the groups gave an explanation as to why they thought they deserved the points. He then revealed who had earned the points, and showed on the elmo why they received the extra points.
This stood out to me as a great way to work on the student’s communications skills. They are being asked to articulate the data analysis, and share why they think their work exceeded the expectations of the teacher. I think it would also be important to make sure that you call on kids who may need more practice in doing this, instead of always letting the talkers answer, and I think the teacher did that at some points.
Use of prior knowledge:
During the 5th period, sixth grade science class, their came a time of the discussion where what they were currently learning proved that a former idea the majority of the students had was false. When the students were asked again, “what qualities determine if something is an animal or not, so is a grasshopper an animal?” one of the students replied, “Can I go back to the journal entry where we talked about that?” The teacher pointed out that it would be wise to use this as a reference.
I think this is important for the students, as they learn to use different tools for knowledge. I know a personal favorite saying of mine is, “It is not just how much you know, it is being able to know where to find the information.” It is important to teach our students that wisdom is not just being able to obtain and memorize knowledge, but to be able to organize the information that is being given.