Reflection: Grappling with Complexity Testable Questions - Section 3: Class Discussion


For students, the most difficult part of this lesson is often identifying testable questions and separating those from questions with multiple variables or those best answered by research. As a teacher, I always want to support my students and am very tempted to jump in to the students' discussions and give them the 'right' answer. I have found that is is crucial to resist this temptation and allow my students to engage in productive struggle. By collaborating with peers and being forced to justify their thinking with a peer group, students will create a strong definition of a testable question and better understand the process of choosing an appropriate lab topic. As I engage in the class discussion, I provide ample time for students to turn to a partner and talk. This process scaffolds my instruction and creates time for students' sense-making.  

  Guiding Students in Defining Testable
  Grappling with Complexity: Guiding Students in Defining Testable
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Testable Questions

Unit 1: Poppers
Lesson 1 of 4

Objective: SWBAT create a testable question using poppers.

Big Idea: Students explore poppers as a science tool to create a testable question.

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