Reflection: High Expectations Flipping for Basic Processes (Day 1) - Section 3: Explain

 

In my district, high school students are expected to read texts and take their own notes.  I use Cornell notes in my classroom as a way to help students gain good note taking strategies and help prepare them for the demands of high school.  At the beginning of the year I expect the students to be able to correctly place key terms and ideas on the left side of the page and elaboration on the right.  I also expect them to be able to complete an accurate summary of the notes.  As the year goes on, I expect the students to transition from writing my words verbatim and to begin including more of their own examples and connections into the notes.  At the beginning of the year the notes are graded on a completion basis with opportunities to add to the notes during class discussion.  As the year progresses, I will more closely examine the content of the notes during the initial submission, but students will always be allowed and encouraged to add information to their notes.

  Learning to take notes
  High Expectations: Learning to take notes
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Flipping for Basic Processes (Day 1)

Unit 1: Problem Solving
Lesson 1 of 16

Objective: SWBAT identify six scientific processes and the steps of the scientific method while learning how to use Cornell notes in a flipped classroom setting.

Big Idea: This lesson begins to lay a foundation of science terminology and the technology skills necessary for a flipped classroom.

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