Reflection: Classroom Setup Evidence for Evolution: #2 of 3 - Section 4: Closure: What did we learn? Where do we go from here?


Teaching Challenge: How do I develop routines and procedures to support students to work independently in the science classroom?

To piggyback off of what I explained in the first lesson's reflection, I will show what a student's SMART Goal Success Tracker looks like (as a work in progress after two days of work).

Here you will notice that the first and second tasks have been completed which I would expect based on the indication of "time"; in this case by the end of Day #2 (today). The important aspect of the SMART acronym is to be specific in each phase but no less important for securing deadlines.

So this student can be satisfied in having not only reached the goal but also had time to push on toward the next day's goals as well!

A note about rigor: It is up to me (and you) to hold the line regarding the quality and rigor that the task entails. I always want to challenge my students (regardless of where they may fall along the line of ability or mastery) so I might push a top-shelf student to deepen or broaden their goal such as setting sight on achieving a 4/4 ("exceeds standard") whereas for another student it might be answering the question, "What needs to happen to get a '3' ("meets standard")?"

  Classroom Setup: "Steering" Student Performance (continuation)
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Evidence for Evolution: #2 of 3

Unit 6: 6) Exploring Change ("The Theory of Natural Selection")
Lesson 14 of 15

Objective: Student teams will be able to communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

Big Idea: The Theory of Natural Selection presents claims supported by various lines of evidence.

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