Reflection: Discourse and Questioning Constant Velocity Mathematical Model, Day 1 - Section 5: Questioning Exit Slip


This is the first time during the school year that I have students write out their own questions. They have asked questions to each other verbally but they have not writing them down. I wanted to do this activity for two reasons. First, so that my students are able to identify where they are struggling from the learning targets. Second, so that I could see how their questioning strategies are overall as a class. What I noticed when I was looking through their questions was that my students were able to identify the learning target that they were struggling with. Unfortunately, about a third of my students did not know how to turn that into a question that they needed to know. Some students may not know what they don't understand about the target, they just know that they cannot say "I can..." Other students just tried to restate the learning target in question form which did not really get at what they did not understand. If I were to do this again, I would model a sample question that I would ask if I were struggling with a learning target before they created their own questions. 

  Students ask their own questions...but they need work.
  Discourse and Questioning: Students ask their own questions...but they need work.
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Constant Velocity Mathematical Model, Day 1

Unit 2: Constant Velocity Motion
Lesson 7 of 10

Objective: Students will be able to write a mathematical expression to describe a position vs. time graph and use those expressions as models to solve calculation problems.

Big Idea: Using the relationships and equations from a lab, students calculate speed and velocity.

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