Reflection: Adjustments to Practice Day Three of Plaid Pete's Star Lab - Section 5: Reflection & Closure

 

As I asked my students to analyze whether their peers' reasoning connected their evidence to their claims - I saw that "deer in the headlights look" - you know, the one your students get when your instruction has ventured south.  I realized then that I didn't know what to do next.  This will be my summer project - finding a way to scaffold the process of connecting evidence to claims and providing reasoning that is sound.  

I am always on the lookout for "the deer in the headlights look" from my students - and that corresponding ping of anxiety that signals that I don't know what to do about it.  That "ping" is what will make me a better teacher - it pushes me to learn more, to be better.  I cannot ask that of my students, if I can't ask that of myself.  I have to model what being a life-long learner looks like.  I have to say the words, "Wow - I didn't teach this very well.  Let me work on it some more."  When my students hear that I don't have all of the answers, and that I acknowledge it and then continue looking - it gives them the courage to try again another day.  

I ordered this book for my first summer read - I am hoping it has some of the answers I am looking for!

What's Your Evidence:  Engaging K-5 Children in Constructing Explanations in Science by Zemball-Saul, McNeil, and Hershberger.


  Knowing When You Don't Know
  Adjustments to Practice: Knowing When You Don't Know
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Day Three of Plaid Pete's Star Lab

Unit 5: Plaid Pete is Finding Earth's Place in the Universe
Lesson 10 of 13

Objective: SWBAT support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.

Big Idea: How is the brightness of a star measured? Students sort data to discover patterns between magnitude and distance of various stars from Earth, and use Data Analysis Cards to interpret and communicate their data.

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