Reflection: Discourse and Questioning Describing Weather- Season Reasons - Section 3: Individual Instruction


When I began this lesson, I was pleasantly surprised (OK, I’ll admit that I was shocked) to hear the level of thinking and questioning that went on about this concept.  I took a picture (because they didn’t want to be filmed) of three ELL students having a deep discussion about the earth’s tilt and it’s affect on our recent weather changes.  A typical comment I often hear from some teachers- ”But my students can’t even speak.  How will they understand these complicated ideas?”.  Rather than coming from a place of instruction that focuses on deficits- what they can’t do, I tend to focus on assets- what’s possible.  Students have an innate curiosity.  When they’re given an opportunity, they often explore their own ideas and have impressive discourse with their peers.  Often, all they need from me is a little vocabulary guidance and turn taking reminders.  The resulting discussions often make me forget I’m teaching Kindergarteners.  In fact, I forget I’m teaching at all.  I just stand back and enjoy the show. 

  Discourse and Questioning: Scientific Discourse
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Describing Weather- Season Reasons

Unit 6: What? Weather?
Lesson 4 of 8

Objective: Students will create a model to show the Earth's seasonal cycle.

Big Idea: Why do we have seasons?

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