Reflection: Adjustments to Practice DNA Discoveries: How Did We Get From Then to Now? (Day 2 of 4) - Section 4: The Classroom Flow: Prepping for the Jigsaw!

 

As always, time in the classroom is a precious resource and a source of much anxiety for both teachers and students racing to do many things very well.  When I first began to really elevate my expectations for deep thinking, explicit writing, frequent high level speaking norms, peer evaluation and collaboration, and high quality visual student project work I noticed that time became something even more urgent and that every time I made the decision to have students complete things on their own in order to 'save time' in class so that we could move on to other things, the end result was a student experience that was stressed out and relived it was over and a written product for grading that wasn't what I had envisioned.  

Now, whenever I am faced with that choice of giving students an unplanned for amount of time over my original lesson idea or telling them to make plans to complete the work at home, I always choose the class time.  Even if it is simply 15 minutes on two separate days, students feel valued and are more likely to work harder on their own as well as be efficient during that class time and I am still able to do what I need done with very little disruption from my initial scheduling plan.  Am I able to follow my perfectly timed plans exactly?  Do I finish every single content area concept as I had planned or intended?  No.  But what I did focus on always turns out to be of value to students, something they remember, and because of that time investment, we are able to spend less time on other things because they fit into a tight knit scheme of prior knowledge that we took the time to create together.

Quality work takes time and I am committed to giving it to students.  What are some of the ways that you deal with our constant struggle for time?

 

  Pacing Jigsaw Lessons
  Adjustments to Practice: Pacing Jigsaw Lessons
Loading resource...
 

DNA Discoveries: How Did We Get From Then to Now? (Day 2 of 4)

Unit 7: Unit 7: DNA & Protein Synthesis
Lesson 2 of 22

Objective: SWBAT trace the evolution of scientific thought and research into the structure of DNA.

Big Idea: Use an engaging jigsaw activity and drama strategy to give students the chance to trace the history of DNA!

  Print Lesson
Add this lesson to your favorites
jigsaw expert group
 
1
2
3
4
Similar Lessons
 
Who is August Wilson? Finding the Main Ideas and Supporting Details in an Obituary Using Chunking
9th Grade ELA » Fences: Character and Theme Analysis in Drama
Big Idea: Why do we study August Wilson's plays? Let chunking lead you to the central ideas, and they will uncover the answer!
  Favorites(5)
  Resources(57)

Environment: Urban
Donna Fletcher
 
Transferring Skills To Individual Reading Books: Reader's Workshop
10th Grade ELA » What It Means to be Human
Big Idea: Can students take skills that were learned as a whole class and apply those skills to their individual reading book?
  Favorites(2)
  Resources(13)
Independence, MO
Environment: Suburban
Lindsay Thompson
 
Meiosis Simulation Lab (Day #1 of 3)
High School Biology » 3) Genetics ("Identity & Change")
Big Idea: Meiosis is the process that produces unique sex cells that eventually leads to the creation of genetically unique offspring.
  Favorites(6)
  Resources(14)
Kent, WA
Environment: Suburban
Mitchell  Smith
 
Something went wrong. See details for more info
Nothing to upload
details
close