A discussion of whether teaching is an everyday phenomenon

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A discussion of whether teaching is an everyday phenomenon

A discussion of whether teaching is an everyday phenomenon

November 15, High school students love to talk. Covering topics from music to memes, the hallway conversations are always lively. But when students enter the classroom, they suddenly have nothing to say.

Recently, I have analyzed productive discourse among students, and what I have found confirms what I have read and heard from multiple sources: The person doing the talking is the person doing the learning. When planning lessons and units, I focus on ways I can create the conditions in which students have a basic knowledge and are motivated to learn more about a topic.

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Thinking in terms of NGSS-style planning, the time is perfect to bring in phenomena. Consider equityand how students will react to the phenomenon. Does it connect to the history, readiness, and interests of all students? Are students interested enough to inspire the curiosity of the entire room?

Sometimes student discussions seem like unplanned, natural conversations. Sometimes they are, but usually these conversations result from more intentional planning then serendipity.

I take these basic steps when planning a lesson designed to coach students to develop their own understanding or deepen their knowledge of science concepts. Plan conversations in advance by anticipating questions and methods that can be used to guide student discussions while empowering them to maintain control of the conversation.

It is essential to consider multiple entry points. This has been critical to the success of my lessons. I also try to consider the varied levels of experience students have with the phenomenon and am prepared to provide clarifying or alternate examples.

When engaging students with a phenomenon, I have found if I provide as little information as possible, it nudges students to ask their own questions. My response to student questions is usually as follows: Decide which scientific practices will support rigorous student discussions and determine how students will encounter appropriate vocabulary.

Determine the type of support they will need to deepen their understanding. I have a driving question board and encourage students to contribute new questions they have during the unit.

This makes their thinking visible to me and their peer collaborators and encourages students to respond to one another without my intervention. Lastly, it will take more time than you think! Allow time for students to reflect and connect with their peers. Consider offering sharing opportunities such as learning walks, gallery walks, debate, and show-what-you-know activities that facilitate opportunities to consolidate ideas among groups of students, and encourage them to meet the goal of eliciting additional information.

The unit started with petri dishes of mystery substances, and their task was to determine which of the samples were living. The first step was for students to brainstorm what living things do.

Their initial results are pictured.

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I supplied an article to help them clarify their misunderstandings, and after reading it, they updated the board and decided how to test their samples. Students decided on the following: Test for cells using microscopes.

Place in water to observe growth or bubbles. Place in soil to observe growth. Students also decided that if each group performed all three tests on one sample, they would be able to work more effectively. Groups posted their observations and images to a shared digital journal.

During collaboration, they correctly identified yeast, brine shrimp cysts, beans, and corn as living, and salt as non-living. This process took six full class periods, a considerable time investment for teaching a concept that could have been accomplished with a single class session of taking notes.

However, these students were given an opportunity to brainstorm, determine testable questions, and perform their own tests, which gave them a deeper understanding of the processes and the ability to apply their knowledge in future units.

Their experience and discourse will be used during the next unit on cell theory and spontaneous generation.Category: phenomenon based learning Yet, when I discuss with my sister, my husband, my friends, whether to go back to teaching, their answer is unanimously, ‘No’.

They are convinced that I can transfer my skills to a happier place and, possibly, increase my earnings too. T1 then begins a class discussion, where students plan how.

I’ve noticed discussions in diversity matters happening at a University library level, but it ends at a discussion level. There is little curriculum or course implementation within the academic library setting.

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Discussion on causal inference and generalization As illustrated above, Cook and Campbell devoted much efforts to avoid/reduce the threats against internal . Mentorship is a relationship in which a more experienced or more knowledgeable person helps to guide a less experienced or less knowledgeable person.

The mentor may be older or younger than the person being mentored, but he or she must have a certain area of expertise. It is a learning and development partnership between someone with vast experience and someone who wants to learn. regardbouddhiste.com is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists.

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