Reflection: Discourse and Questioning Graphing of Results - Section 1: Question


We are all so stretched for time!  It feels, for me, like I can't breath sometimes with how much I have to cover for the nation, the state, the district, and the school.  If I am not careful, there are days when I spout information at the students, in the hope that many of them can catch enough to remember something for a high stakes test, or to complete a task.

However, this is not my philosophy of learning and it is not how I learn. When I remember to leave time for debate and discourse in my room, I truly see learning happening. Students, all people actually, need time to grapple and make sense of information.  A few moments during each lesson (5 minutes in this lesson) can be the difference between learning to make sense of concepts independently with a purpose and remembering what a presenter said and spitting it back for a test. 

What is your philosophy?

  Allowing A Lot of Time for Discourse
  Discourse and Questioning: Allowing A Lot of Time for Discourse
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Graphing of Results

Unit 9: Electricity
Lesson 13 of 13

Objective: Students will be able to test and graph results of a working electromagnet.

Big Idea: Students have researched, explored, and built electromagnets. Today, they will put all of their knowledge together to test and communicate their results through graphing.

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Science, electromagnets, Electricity, trial and error, Magnets, electricity, graphing results, making inferences, conductors, insulators
  45 minutes
electromagnet junkyard
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