Demo Discussion: DemoDiscussionChemical.Reactions.JTPSC.docx.pdf

 
 
 
Chemical.Reactions.JTPSC.docx.pdf
Graphic Organizer
 
 
This Justify - Think, Pair, Share - Compare (J-TPS-C) template is a spin-off of the classic “think, pair, share” strategy used by teachers for years. My goal in tweaking this activity is to have my students understand that justifying their responses with evidence and then comparing them to accepted literature is a valuable part of the scientific process. We say time and time again that any claims made without evidence can be dismissed without evidence, and students reflect that sentiment by justifying their claims with evidence-based reasoning.
  • DemoDiscussionChemical.Reactions.JTPSC.docx.pdf
  • DemoDiscussionChemical.Reactions.JTPSC.docx.pdf
Graphic Organizer
 
 
This Justify - Think, Pair, Share - Compare (J-TPS-C) template is a spin-off of the classic “think, pair, share” strategy used by teachers for years. My goal in tweaking this activity is to have my students understand that justifying their responses with evidence and then comparing them to accepted literature is a valuable part of the scientific process. We say time and time again that any claims made without evidence can be dismissed without evidence, and students reflect that sentiment by justifying their claims with evidence-based reasoning.
 
Instructional Openings

Demo Discussion

The Demo Discussion is a strategy I use to provide an interesting and memorable in-class demonstration of complex concepts that my students will learn about in class on a given day, using a variety of digital resources. The Demo Discussion is an excellent way to promote student curiosity about scientific phenomena. The "demos" provide access points for my students to witness and wonder about complicated chemical processes that they will eventually explore and understand at a much deeper level. By leveraging additional physical and digital tools, I can facilitate in-depth analysis and support the development of models to explain the science behind the demo. This strategy also allows me to surface my students' questions and interests about the day's Learning Targets (please see the "Learning Targets" strategy video), to which I can refer and make connections throughout our exploration of that content.

Strategy Resources (2)
Teacher In Action
 
 
 
Graphic Organizer
 
 
This Justify - Think, Pair, Share - Compare (J-TPS-C) template is a spin-off of the classic “think, pair, share” strategy used by teachers for years. My goal in tweaking this activity is to have my students understand that justifying their responses with evidence and then comparing them to accepted literature is a valuable part of the scientific process. We say time and time again that any claims made without evidence can be dismissed without evidence, and students reflect that sentiment by justifying their claims with evidence-based reasoning.
 
Teacher In Action
 
 
Graphic Organizer
 
 
This Justify - Think, Pair, Share - Compare (J-TPS-C) template is a spin-off of the classic “think, pair, share” strategy used by teachers for years. My goal in tweaking this activity is to have my students understand that justifying their responses with evidence and then comparing them to accepted literature is a valuable part of the scientific process. We say time and time again that any claims made without evidence can be dismissed without evidence, and students reflect that sentiment by justifying their claims with evidence-based reasoning.
Jeff Astor
Cindy and Bill Simon Technology Academy High School
Los Angeles, CA


 

About this strategy

Prep Time:
Quick
Subject:
Science
Grade:
Tenth grade
Similar Strategies
Independent Student Learning
Answer Key

To give students greater independence, there is an answer key for the practice problems of every lesson. I know what a lot of teachers are thinking at this point: what if the student just copy all their answers from the answer key? As an Algebra teacher told me when I asked them the same question before starting flipped mastery, they'll just fail the mastery quiz. It only takes a few correctional assignments for them to realize that the answer key is there to check answers, not copy them.

 
Instructional Closings
Closing Time

Science can be messy and my students are often in such a rush to take care of the priorities for the next class that they forget to clean up their work and physical area appropriately. Closing Time reminds my students of their obligations for the end of a class period and standardizes a system that promotes personal responsibility for all class materials. During this time, I list all of the upcoming class assignments and events on the board, so that my students can begin thinking about future activities when they've finished cleaning up and closing down. Coupling this strategy with a tool like Remind 101 keeps my students aware of what is expected of them outside of class time.

 
Feedback Systems
On The Spot Feedback

Because each of my students is at a different point in the curriculum, it is very important that I make myself available when students need support and feedback. Fortunately, my blended learning model creates many opportunities for my co-teacher and me to work one-on-one with students and with small groups of students every day. On the Spot Feedback is my strategy for connecting with each student in my class every day and offering immediate feedback on their Mastery Quizzes and Level Tests. This strategy allows me and the student I'm working with to understand, in a very personal and precise way, where sources of confusion exist so we can discuss and address these issues before the student moves on to the next lesson.

 
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