Reflection: Modeling Writing a RECALL Lab Conclusion (Part 2/2) - Section 2: Explain

 

This stage includes an "I - We - You" progression in which I model the process, we complete the process together, and gradually release control to students working individually (or in small groups) to complete the process independently. This video explains why I use the process:


1) "I" - I work through the graphic organizer while students follow along during the modelling stage of the progression using their RECALL Planning Graphic Organizer. Using a recent experiment or investigation, I work through the graphic organizer being sure to use specific vocabulary and the "strategic thinking" strategy where I share out loud my mental processes while I write. It is important to explicitly explain each step and its importance as the modelling process progresses.

2) "We" - Together as a class, we complete a second graphic organizer with the challenge of completing it with students providing their input. This looks the same as the "I" stage except student voice takes over in terms of offering ideas and providing rationale.

3) "You" - Students take the challenge of completing their own graphic organizer for a new experiment or investigation. As students work, I often set up a "conference table" with the invitation that anyone who knows they need help now, should come work with me. In this way, the lesson is differentiated for students who need more support.

As students improve with the "I - We - You" progression, I will skip the "I" stage and start with "We" using the same strategic thinking strategies shown above.

  Modeling: I - We - You: A Stategy for Modeling Complex Scientific Processes
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Writing a RECALL Lab Conclusion (Part 2/2)

Unit 1: Communicating Scientifically
Lesson 6 of 6

Objective: SWBAT write a cohesive lab conclusion for a scientific investigation.

Big Idea: Expert communication skills are required when explaining and presenting scientific ideas - put all the pieces together to tell the world what you learned.

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scientific communication
 
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