Reflection: Positive Reinforcement Macromolecules, part 1 - Section 2: Introduce New Material

 

Students enjoy showing what they know and I like to give them opportunities to demonstrate their knowledge and understanding during instruction.  Student responses to inquiry questions or checks for understanding allow both teacher and student celebrate learning.  A practice that I utilize as a quick motivator or reinforcement is I reward students in small ways like giving them piece of candy or simply, “Snap them up”.  “Snapping up” is something that I use in my classroom to recognize effort or success. I simply snap my fingers multiple times to indicate that I like the effort or the response. 

This is an effective way to recognize and celebrate students when they answer a question correctly.  If the response is not the correct response, I might say, “I like your effort so you get one snap for trying”. I also teach my students to “snap up” their peers when someone has made an effort or response that they feel is great.  I have had great success with this seemingly “goofy” practice with my high school students. I always smile when I hear them tell a classmate, “Hey, you didn’t snap me up” or “Don’t I get a snap?” when they feel they have contributed to the class discussion.

  Student recognition-Snapping Up
  Positive Reinforcement: Student recognition-Snapping Up
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Macromolecules, part 1

Unit 5: Unit 2- Cells
Lesson 21 of 30

Objective: Students will understand why the structure of the carbon molecule allows it to form macromolecules that perform vital functions in cells. Students will compare the structure and functions of the 4 biological macromolecules.

Big Idea: The 4 macromolecules perform vital life functions.

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Subject(s):
Science, carbohydrates, lipids, nucleic acids, proteins, dehydration synthesis, hydrolysis, macromolecules
  65 minutes
 
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