Reflection: Rigor Convection & Plate Movement - Section 3: Demo & Text

 

One thing that I've found very helpful in reviewing student writing responses in class is to actually have students read their responses. Generally, when I review written work with students (like in the short responses questions above), they tend to paraphrase their work, or do a very short written-to-oral translation when they transfer the information to the class. In essence, what they're doing is explaining a concept verbally. Most of my students do this well. But what they don't do as well, and what affects their clarity on free response questions on unit assessments, interim assessments, and the Regents exam (the state test at the end of the year), is their lack of clarity in written responses. So what I do is I often have them actually read exactly what they wrote when called on for these types of responses. If they don't make sense or the answer isn't clear, I often use that as a teachable moment - sometimes, I'll ask them to fix it in the moment (if I feel the students can adroitly do that without feeling embarrassed), or I might go to someone else for an alternate answer or to see if they can insert, delete, or edit something about their response that would make it more clear. I feel that this a strong, but subtle way to hold them accountable for clarity and thoroughness in their responses. 

  Writing Clarity
  Rigor: Writing Clarity
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Convection & Plate Movement

Unit 2: The Dynamic Earth
Lesson 16 of 16

Objective: SWBAT identify convection currents as the primary source of movement in tectonic plates

Big Idea: Students are exposed to the idea (and a brief demo) of convection as the ultimate source of movement in tectonic plates.

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