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
Blended Learning Model Overviews
Flipped Mastery Model

I use a Flipped Mastery model of instruction. In this model, students watch videos of lessons that I have recorded and posted on the class website, answer a set of practice problems to hone their skills, and take a Mastery Quiz when they feel ready to show they have mastered the material. I provide 1:1 coaching and support throughout the process. If students pass a quiz, they move onto the next lesson. If they fail, they are required to do another practice assignment before re-trying the quiz.  There is no failing in my class.  Either you know something or you’re still learning how to do that thing, but there’s no in-between.

Number of Students: ~22-28 students

Number of Adults: two teachers (co-teaching model)

Length of Class Period/Learning Time: 110 minutes

Digital Content/Ed Tech Tools Used on a Regular Basis: IXL; SMART Notebook; Screencast-O-Matic; Weebly; PowerSchool; Kahoot!; Google Forms

Hardware Used on a Regular Basis: SMARTboard; Wacom Tablet; Amplify Teacher Tablet (for teacher); Mac PowerBook (for teacher)

Key Features: flipped-mastery; competency-based; student agency; co-teaching

 
Feedback Systems
Class Forum

The Class Forum is a 2-5 minute portion of the Class Meeting (please see the "Meet and Greet/Class Meeting" strategy video) at the beginning of each week in which my students propose solutions to learning barriers that they have experienced or may see arising in class. This strategy ensures that my students' voices will be heard and empowers them to be change agents in shaping the class environment. While it is important to offer other avenues for individualized contact between myself and my students, having a space for a public discussion emphasizes the collaborative atmosphere that I want my students to work in every day. As a blended learning teacher, my practice is evolving from day to day and week to week. The Class Forum creates a safe and regular channel for my students to give me feedback about their needs and experiences. My commitment and responsiveness to my students' suggestions motivates them to be more invested in their learning and to our classroom community, which is critical to their success in my self-paced blended learning model.

 
Mindsets
Ben's Mindsets

A blended teacher’s personal mindsets shape his decisions as an educator. These mindsets influence general pedagogies, instructional approaches, and short-term decision making, alike. Check out how Ben’s mindsets have helped to shape his blended instruction.

 
 
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