Try one out in class if you can and tell us what you did and how it worked.
If you can't fit one in this week, explain how you could use one in an upcoming unit.
Post a response by Friday January 30th and respond to one or two of your colleagues posts by Monday February 2nd.
Also, if you need to catch up on posting/commenting from previous weeks, please continue to do so.
Thanks,
Carrie
Because we're researching all week, I am not able to do any of these 5 in class but there are a few I want to do. I have been meaning to make popsicle sticks for students to call on students more equally for awhile. FACT #45: Popsicle Stick Questioning is a really good way to do this, but make it less "random." Because it suggests that you place a smaller, secret division of students within the cup, but make it look random, it ensures that you call on students who you particularly want to hear from about a certain topic. You could always switch this out depending on the unit and perhaps use pre-test data to help distinguish these students.
ReplyDeleteI also would like to try #44: POMS--Point of Most Significance next week after we discuss biodiversity. I think after the Bill Nye video and the reading, I will present this to them and see what they got out of the biodiversity information that was presented.
When I read the popsicle (weird word to spell) stick FACT I also felt there was a lot of leeway to customize for your needs on any particular lesson. Since we were pinched for time with the biome research I felt this was a great way to "act" like I was randomly picking sticks... but knew I was going to choose 1 from each biome who had most / all work done and done well. This hopefully gave others still working some real good info on the other biomes and maybe even a little nudge to spice up their brochure. I was not necessarily looking to catch students struggling and needing support... just wanted to call on the "no brainer" students who would relay great info in a timely way. When we talked last week about the sticks... I agree it's such a simple thing to do.
DeleteI chose to try FACT#45 Popsickle Stick Questioning today (in the computer lab) as a means to assess the effectiveness of an online research project on BIOMES... and to provide students the opportunity to gain knowledge of the 9 other biomes being researched by peers beyond the 1 they are responsible for. This is the last day of our week-long computer lab research, with the final project brochure due by the end of class.
ReplyDeleteI acted as if each student had their name on a stick... but in reality I already had 10 pre-chosen (responsible students who SHOULD have quality information to share). As our book mentioned, this made all students reflect on their learning with fear/hopes they may be called upon. When I conducted this activity, about half of the class had completed their brochure, with the other 1/2 desperately trying to beat the bell. An added bonus of students sharing during this time was a chance for those still working to realize they may be missing some information that needs to be added to their brochure.
This is a great way to use questioning during a time when I wouldn't even think to lead a class discussion. I can definitely see how it both informs students of the other biomes and let's kids know about some things they may be forgetting. I'm hoping to use this strategy sometime soon.
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