Reflection: Discourse and Questioning Touring the Cause and Effect Gallery - Section 3: Leaving the Gallery: Lesson Wrap Up


There is a fine line between guiding students to the right answer and leading them to the right answer.  During this activity, my principal was doing an observation and all was going great.  I was circulating and monitoring and guiding until I got to a group of young men at the squirrel picture.  I noticed that they had a lot of post its in the "correct" column that weren't correct.  I pulled one off and asked, "What do you think about this one?"  They said, "Well, it's right. That's why we put it over here."

 At that point, what do I say?  I said, "Oh.  OK."  I then proceeded to ask if they used their because and they had and it made sense, but it wasn't a direct effect of the squirrel playing the banjo.  I was at a loss for how to get them to the answer without telling them.  They began to realize something must be wrong and moved them all but I'm still not sure why they moved them.  I need to watch those guys as we move on to see if they got it or were just using clues from me to move their incorrect ones to the incorrect column.

  Reflection: Guiding Not Telling
  Discourse and Questioning: Reflection: Guiding Not Telling
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Touring the Cause and Effect Gallery

Unit 5: Putting Together the Pieces - The Puzzle of Cause and Effect Relationships
Lesson 3 of 9

Objective: SWBAT to provide a correct cause or effect for a given picture and evaluate others' responses for accuracy.

Big Idea: Using pictures to teach cause and effect is a bridge between real life examples and finding in a text.

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