Next message: Jeff Shields: "[Teacher-talkinquiry] WORKSHOP 2 TIM O'KEEFE"
One question I am asking myself after the first session is: Why might
students misbehave and/or be bored with the hands on science I am providing?
One answer to this may be that the science is hands on, but not as minds on.
These students are very familiar with having their hands on and
investigating, but because the investigations are pre-planned and very
structured maybe the activities are not as intriguing to the students.
Maybe the students see the investigations as simply activities, and not
scientific exploration. If students were struggling with their own ideas
and searching for answers to their own questions maybe I would have more buy
in in my classroom.
I have been using Research for Better Teaching's Activators and Summarizers
activities with my students to try and keep them mentally engaged with the
learning. Having students discuss ideas and summarize in their own words
will hopefully allow them to own the concepts.
How do I get them asking their own questions? That question is eating at me
(in a healthy way). And them how do I allow them to investigate those
questions in the confines of the classroom, materials, timeframe, etc?
What primary sources can I use in my 6th grade classroom for physical
science topics such as matter, mixtures and solutions and motion?
The first grade classroom in the first video is a terrific example, but what
about physical science in 6th grade? What are the primary sources availible
for my students? newspapers, biographies of scientists, reference books?
just some ideas from my first session...
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