Reflection: ELL Students Disaster? Community Disturbances and Stability - Section 3: Discussion


I sometimes don't know who I should be frustrated with, my students for failing to go very deeply into the questions I pose, or myself for burying important questions in a mountain of homework.

I intended students to reflect on some of the local ecological disturbances common to Southern California (fires, earthquakes, development, mudslides, etc) as a way to connect their personal experiences with the material. However, this particular student didn't even attempt to answer the question, suggesting this question that I thought would be easily answered through personal experience was just something to write down hurriedly, buried amongst the other questions that might be more text dependent.  

Speaking of which, the same student's answer to a more text-dependent question is much closer to a "correct" answer, but it's essentially copied word for word from the text, suggesting that I might do better asking fewer questions that truly require some thought, and can't be answered by just restating what they should have read in the text. 


  ELL Students: Unwilling or Unable to go any deeper?
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Disaster? Community Disturbances and Stability

Unit 3: Ecology
Lesson 6 of 8

Objective: Students will be able to describe specific types of disturbances that affect ecosystems as well as distinguish between the processes of primary and secondary succession.

Big Idea: Following significant disturbances (such as natural disasters or human activity), ecosystems often follow predictable patterns of succession to restore stability.

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  60 minutes
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