Reflection: Diverse Entry Points What is Wrong?: Troubleshooting Circuits - Section 3: Closing


This lesson is the third lesson in the unit where I ask students to construct or troubleshoot a circuit. This process requires great perseverance and deep understanding of electrical circuits. Struggling learners frequently have difficulty grappling with the complexity of this task. I want every child to experience success with troubleshooting since this is a key part of the engineering design process they will work with throughout their science education. During the previous lessons, I record anecdotal information about students who struggle with perseverance and experience frustration with complex tasks. In this lesson, there is an easy way to differentiate instruction to ensure all students have a positive experience with the design process; to remove levels of complexity by decreasing the number of variables in the non-functioning circuit. For struggling students, I only include one problem in the circuit. This increases the chance of the student being able to identify and correct the errors and maintains student dignity by providing all students with a task that looks similar.

  Differentiation for Struggling Learners
  Diverse Entry Points: Differentiation for Struggling Learners
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What is Wrong?: Troubleshooting Circuits

Unit 2: Electricity
Lesson 4 of 11

Objective: SWBAT identify and correct errors in circuit construction.

Big Idea: Non-functioning circuits can be repaired.

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short circuit
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