From: Patricia MacEgan (pmacegan@cwia.com)
Date: Sun Apr 09 2000 - 17:36:40 PDT
Message-ID: <38F12214.BA423D3@cwia.com> Date: Sun, 09 Apr 2000 16:36:40 -0800 From: Patricia MacEgan <pmacegan@cwia.com> Subject: Re: Beyond Guided Inquiry
Thanks, Amy. I love the photo idea. What a simple and useful idea! I'll try it!
Patty
Amy Faulkner wrote:
> Patty, I start by showing the kids my science notebooks and let them know
> that I enjoy going back and looking at my discoveries, observations etc.
> One of the things I am always interested in looking back on in my own
> notebooks is photos, so I started taking digital photos while kids were
> doing investigations and printing them out right then and there for them to
> put in their books. This gives a very personal feeling to each journal and
> an "into" for those kids that don't know what to write. I have them
> describe what's happening in the photo and create questions based on that
> investigation. The questions ultimately will be used for their inquiries,
> so they don't mind jotting down questions that they will be using again.
> I'm not sure what grade level you teach, but the photos seem to work at all
> ages.
>
> Amy Faulkner
> Mill Valley, CA
>
> >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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