Reflection: Student Ownership What Do We Know About Electricity? - Section 2: Guided Practice

 

It is very common to find that students have written erroneous facts and shared misconceptions in their KWL charts and think-pair-share graphic organizers. These misconceptions are also commonly chosen by students as facts that they want to share with the class. When creating the class chart, I write down all student suggested facts, even those that are incorrect. Doing so gives students ownership over the class chart and allows me to track the students that have expressed misconceptions. 

When I begin the chart creation process, I tell students that the facts we share are things that we think we know and that it may turn out that some of our facts are actually incorrect. As I write down each student's contribution, I record their name next to the information they share to ensure that I have valued their contribution and that I can return to address misconceptions with the appropriate student(s).

As we progress through the unit, I make sure to provide students with either a lab or research opportunity that will allow them to challenge their misconception and build factual knowledge. After each lesson, I review the chart with the students and ask if there is anything we need to change. I allow the student who originally shared the information to change the class chart to make the information more complete or correct. This serves two purposes. First, the students remain in charge of the learning and of the accuracy of their chart. Second, by allowing students to change their own work, the class sees the importance of correcting ones mistakes. 

  Errors on the Class Chart
  Student Ownership: Errors on the Class Chart
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What Do We Know About Electricity?

Unit 2: Electricity
Lesson 1 of 11

Objective: SWBAT share their knowledge about electricity, record the thinking of their peers, and select topics for future exploration.

Big Idea: Students can build upon their existing knowledge of electricity.

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