Instructional Openings

Demo Discussion

The Demo Discussion is a strategy I use to provide an interesting and memorable in-class demonstration of complex concepts that my students will learn about in class on a given day, using a variety of digital resources. The Demo Discussion is an excellent way to promote student curiosity about scientific phenomena. The "demos" provide access points for my students to witness and wonder about complicated chemical processes that they will eventually explore and understand at a much deeper level. By leveraging additional physical and digital tools, I can facilitate in-depth analysis and support the development of models to explain the science behind the demo. This strategy also allows me to surface my students' questions and interests about the day's Learning Targets (please see the "Learning Targets" strategy video), to which I can refer and make connections throughout our exploration of that content.

Strategy Resources (2)
Teacher In Action
 
 
 
Graphic Organizer
 
 
This Justify - Think, Pair, Share - Compare (J-TPS-C) template is a spin-off of the classic “think, pair, share” strategy used by teachers for years. My goal in tweaking this activity is to have my students understand that justifying their responses with evidence and then comparing them to accepted literature is a valuable part of the scientific process. We say time and time again that any claims made without evidence can be dismissed without evidence, and students reflect that sentiment by justifying their claims with evidence-based reasoning.
 
Teacher In Action
 
 
Graphic Organizer
 
 
This Justify - Think, Pair, Share - Compare (J-TPS-C) template is a spin-off of the classic “think, pair, share” strategy used by teachers for years. My goal in tweaking this activity is to have my students understand that justifying their responses with evidence and then comparing them to accepted literature is a valuable part of the scientific process. We say time and time again that any claims made without evidence can be dismissed without evidence, and students reflect that sentiment by justifying their claims with evidence-based reasoning.
Jeff Astor
Cindy and Bill Simon Technology Academy High School
Los Angeles, CA


 

About this strategy

Prep Time:
Quick
Subject:
Science
Grade:
Tenth grade
Similar Strategies
Time and Space
Pick-A-Lesson

In a self-paced class, students need to have access to any lesson, at any time. Thus, I created an area at the back of my classroom where every lesson is printed out and organized sequentially for students to take whenever they are ready to move to the next lesson. This allows students to continually work at their own pace. It also changes the dynamic of the learning process - students are no longer passively given assignments by the teacher and are now actively choosing which assignments they want to do.

 
Assessment & Data
Pop The Bubble

The flipped mastery model gives students loads of time to work independently, so every few weeks we like to bring the class together to play a game. Pop The Bubble, which my coteacher Mr. Elizondo came up with, is hands down the students' favorite. Each team of students gets 5 bubbles, and when they get a question right, they can pop another teams' bubble. The last team with bubbles remaining wins the game. It's a great twist on the traditional Kahoots quiz game.


 
Learning Apps
Jeff's Digital Content and Tech Tools

There are an infinite number of digital content providers and tech tools and education programs a blended teacher can choose to use in his classroom. Check out how and why Jeff uses specific digital content and ed tech tools!

 
 
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