Reflection: Accountability Types of Cells Part 2 - Section 7: Guided


Grading the conclusions was frustrating today.  Here are some examples of student work.

"In this lab we found that the slides looked different.  I know this because they looked different.  This made sense to me because we did it."

This student is trying to do the least amount of work possible.  They are resisting putting any new thoughts into their writing.  They are refusing to write out specific data.  

Here's another.

"This lab was about microscopes.  It was fun because I like to look at microscopes!"

This student isn't even using the sentence starters!

This all leads me to asking a bigger question.  Once you know students CAN do a task how do you get them TO do a task.  Both of these students have shown proficiency on previous conclusions.  So why aren't they writing at the level requested.  I think the answer lies in the simple statement, because they don't have to.  

There are some students that will do whatever we want because they like us.  And there are some that want to learn so much they will go above and beyond.  But some students resist doing work that to them seems boring.  "Why should I have to write about it when I know it?"  It is going to take time to raise the motivation and work ownership of my resisters to the point that they want to do good work.  Until then, I am going to institute a lunch recess work session and simply demand that they do it.  

  Student Work
  Accountability: Student Work
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Types of Cells Part 2

Unit 3: Life is Organized: Cells
Lesson 7 of 8

Objective: Students will be able to use the microscope to identify plants and animals cells.

Big Idea: Look! Look! Look!

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