Reflection: Rigor Introduction to the Flow Map - Section 1: Teacher Background Knowledge and Preparation


I have learned and grown so much this year because of the Master Teacher Project.  I can honestly say that at the beginning of the year I was doing a lot less "hand holding" and supporting than I've done in years past. However, I think for this lesson I was still doing a bit too much hand holding.  So as I reflect on this lesson, I think I could still make the lesson a bit more rigorous without it being too challenging for my students. 

1) When I first taught the lesson, I didn't have the temporal words at the top of the boxes on the flow map.  I thought that I could add these temporal words in later, but I would still be supplying them to the students, rather than having them discover how to use them on their own.

2) I also had the students read their maps to themselves but not to a partner.

I have since changed these two aspects to the lesson.  I think that adding the temporal words in would allow students to choose to use them as they see fit and deepen students' understanding of order.  I am also having them read their maps to a partner so they can hear the events read out loud.  I believe that this will cement the concept of order for my students as well. You will notice that in my student work examples that temporal words aren't there and I just wanted to make sure you knew the reasons for the change in the lesson.

  Changing the Lesson to be More Rigorous
  Rigor: Changing the Lesson to be More Rigorous
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Introduction to the Flow Map

Unit 9: Introducing Thinking Maps
Lesson 5 of 8

Objective: SWBAT sequence the events of their morning using a flow map.

Big Idea: In this lesson, the students will learn that a flow map is used for putting events in the correct order. The purpose of the lesson is to learn the map, so we will introduce content about the events of their morning, a concept they can easily sequence.

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the flow map
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