Reflection: Student Feedback Earthquakes (Day 1/2) - Section 6: Closing


As noted above, I have been in the process of having students determine mastery of their lessons at the end of class. While sometimes this involves binary questions or questions soliciting a quantitative value (i.e. a "fist of five" or "raise your hand if you feel confident about today's objective), I often open the floor to their thoughts on the lesson, as well as teaching strategies that have worked, or not worked for them. When this first started, I feel that I would occasionally get an unfocused or fairly generic comment - "be more exciting" or something like that - it has gotten much more specific in the past few weeks. When they say things are great (or not), I prefer and require some detail and/or specificity in their response. For example, a student recently said that they found the increased time on independent practice helpful (as reflected in her exit ticket score), and that it should be something that is effusive throughout the rest of the course. It's always interesting to hear how students perceive your teaching, and their feedback is often the most valuable feedback you can hear. 

  Ending Class & Student Feedback
  Student Feedback: Ending Class & Student Feedback
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Earthquakes (Day 1/2)

Unit 2: The Dynamic Earth
Lesson 6 of 16

Objective: SWBAT define an earthquake and use the Mercalli Scale to determine the approximate epicenter of an earthquake

Big Idea: Students will take on their first natural disaster in this lesson. This lesson introduces students to the phenomenon of earthquakes as the creation of seismic waves caused by friction along plate boundaries and faults.

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