From: Patricia MacEgan (pmacegan@cwia.com)
Date: Wed Apr 05 2000 - 22:32:57 PDT
Message-ID: <38EC218B.B5D3DAFA@cwia.com> Date: Wed, 05 Apr 2000 21:32:57 -0800 From: Patricia MacEgan <pmacegan@cwia.com> Subject: Re: Beyond Guided Inquiry
On the exact topic of how well students write in their science notebooks: would
anyone care to comment on strategies for getting students to write in more
personally meaningful ways? I know that we can develop great rubrics; we can
pose deep, soul searching questions, or creative, challenging questions, but it
seems that there is so easily a level of disengagement which allows some
students to write only what they "think the teacher expects". What have you
tried for engaging critical thinking in science notebooks?
Patty MacEgan
Linda Gregg wrote:
> Great topic--Kathy Richardson (mathematics) works with "expandable tasks"
> we now apply that to mathematics and science. The depth of such tasks,
> problems, investigations invite learners in at their level and expand to
> push those who might finish early to dig deeper and go farther ---results
> -- no one should be "finishing" early -- the task should be mutli
> dimensional and teacher keep questioning and students keep moving to
> greater depth. Science notebooks reflect the levels of depth and are
> constant companions. This is all K-5 and should it seems also work at all
> grades. Linda Gregg
>
> >How about having the child jot down 5 or so questions in their logbook that
> >they would like to further explore? They could also draw a picture of the
> >activity they just completed (8th graders rarely get the opportunity to draw
> >in science now that they are out of elementary education). Lastly, they
> >could write a paragraph, as if they were a newspaper reporter, about the
> >science activity that they just completed. Jessica Heller, 6th grade
> >teacher, Lawrenceville, NJ
> >
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