Reflection: Discourse and Questioning Heat Transfer - Convection Part 2 - Section 4: Explain


In this lesson I mention the practice of engaging students in science talk.

While not necessarily a new concept I think it is something worth mentioning as it is a critical part to instruction my classroom. 

I believe it is critical to have clear understanding of the content under discussion. I want our discussions to be focused, rigorous, and push thinking for both students and myself so must be open to student ideas while planting guided questions that keep the conversation moving. 

I use Socratic questioning techniques to dig deeper into what my students are thinking and pull out more their ideas while trying to maintain a focused discussion in a short amount of time that is exciting, engaging and meaningful to the content that were learning.

To prepare for science talking your classroom think about framing questions ahead of time that connect the big ideas and learning goals that your study. Be aware of both your body language and position in the classroom and run the conversation in the spirit of a salon, where everyone has a voice and everyone is engaged. That doesn't mean that everyone has to be called upon during the course of the conversation but you should create a culture where they won’t feel threatened to speak up out of fear of being wrong or looking foolish. 

Your goals should be to help students clarify their own thinking, listen to one another's ideas, strengthen their arguments by backing them up evidence and reasoning, and interacting engaging with one another.

  Science Talk
  Discourse and Questioning: Science Talk
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Heat Transfer - Convection Part 2

Unit 1: Heat Transfer and Interactions of Matter
Lesson 9 of 11

Objective: SWBAT use a variety of models to explain transfer by means of convection currents.

Big Idea: This series of mini labs helps to introduce students to the complexity of convection.

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  50 minutes
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