Classroom Activities
The following activities are modular frameworks and discussion strategies that I plan to use with each of the topics outlined above.
Estimate and Measure
Especially at the beginning, I want to have my students estimate things that can be measured. If they’re trying to estimate the length of a hallway, the groups that finish early can grab a few meter sticks and go take the measurement. If they’re trying to estimate the population of a city, I’ll have them look it up. Even if it’s the number of jellybeans in a jar, have someone count on the spot so they can quantitatively evaluate the quality of their estimate by calculating the percent error:
When they calculate the percentage error, they can get a feel for how close their estimate was and then begin to discuss with other groups how their assumptions and justifications differed. When they reflect on and adjust their estimates, they should become better estimators. The instant feedback of estimating a measurable (or verifiable) quantity should also ground the activity in reality. Estimation is a skill that requires practice to develop, so I want to be sure my students have ample opportunity to not only practice, but also to self-check their results.
Think-Pair-Share
One of the first student engagement techniques I learned was the Think-Pair-Share, where students complete independent work, share it with a partner and then share it with a larger group. For this unit, it works exceptionally well. I’ll have students complete whatever estimate, decomposition or problem they need to and then pair with another student to compare results and revise their work. I’m big on setting up norms for discussions and group activities like this, so I’ll post and review guidelines in advance. The difference here is that they don’t have to agree, as long as they are respectful of each other’s work. Since there can be more than one correct path to a solution, they should be presenting and working through each of their thought processes instead of just agreeing on one right answer. Once they’ve developed their ideas with a partner, I’ll have them join a larger group and “pitch” their ideas. Then they’ll develop all the solution paths that are proposed. After I’ve allowed some time for this, have the entire class come together and share their results, while students identify similarities and differences in their own approach. The goal is to have my students pursue their intuition with the support of other students who may not have looked at the problem from the same angle while also having those who are comfortable with the techniques support those who are less comfortable. Having them pair first also gives students multiple chances to talk through their ideas, which can make their self-editing process easier.
Facilitating Discussion/Pondering
Holding whole class or large group discussions in science and math classes can be challenging, because students are really tied to the idea of right and wrong answers. Especially with estimation tasks, results are more subjective and rationales are open for debate. In my physics classes, I frequently use qualitative questions, referred to as ponder questions, and public debates to help students better understand material. The debate format must be taught at the beginning of the year, but serves to help draw students into the discussion by separating out just their ideas for consideration.
First, the questions are pondered (hence the name) a few nights in advance, so that all students come to class with something to contribute or discuss. One or two students are selected for each question to lead and moderate the discussion. They begin by reading the question and then clarifying what it is asking for in their own words. They then present only an answer, with no explanation. Other students are then allowed to contribute their answers, without explanation, as the moderator records them on the board. Once the answers are collected, they are numbered and referred to as “solution one” or “theory two” or “explanation four.” Then, one by one, someone who agrees with each answer goes through their solution, rationale and justification, attempting to convince the rest of the class they are correct. Other students may raise their hands to ask questions and the discussion continues until the class reaches consensus on the validity, or lack thereof, for each solution.
As the teacher, my first job is to teach the format and make sure students adhere to it. Second, I want to make it clear to the students that the ideas are what is being discussed, debated and debunked, not each other. Allowing anyone to argue for or against an idea presented by anyone else (and numbering them) helps to depersonalize the discussion. Third, I want the discussion to be student generated and student centered. Frequently this will mean large periods of waiting. Just remind students they are being evaluated on their participation and contribution to the discussion. It can feel really time consuming, but ends up being one of my favorite class activities. My students get really into it once their comfort level grows, as well. For this unit, I’ll use this discussion format to go over homework problem sets and also to facilitate class solutions to challenging questions.
Poster Talks
Another of my favorite activities is having groups of no more than three students work together to solve a problem and make an informal poster to visualize their approach. I do this frequently in my class, so I like to have a large roll of butcher paper and bold colored markers for this very purpose. I bought my butcher paper cutter and roll online and found that despite the larger initial buy-in, the butcher paper tends to be around five times cheaper per square foot than chart paper pads. In our 48 minute class periods, my students have enough time to come in, do a warm up, be assigned groups, select questions and finish their posters. I store these overnight for presentations on the following day. With my own kids, things that go home frequently don’t come back, so if they need more time to work it must be done in school during free periods. For me, an interesting and efficient way to assign questions is by passing out a set of three cards with a different question on each to a group and having them select one to solve. The remainders can be reshuffled and dealt to later class periods. For four class periods with ten groups in each, I’ll prepare 60 different question cards. That way every group gets three questions to pick from and every group also gets a unique question.
In general, I evaluate my students’ presentations using a Common Core-aligned argumentative writing rubric, with a focus on clarity, organization and justification of ideas. In Pennsylvania we use the Keystone Argumentative Writing Rubric, but whatever is locally mandated should be fine. Be sure to communicate expectations up front and model good presentation skills. I find this works best when there is an understanding that the talks are short and informal, but not casual. Personal rules I have regarding presentations include severe penalties for reading off of a poster or slide and additional deductions for rambling to fill time. Clarity and efficiency when communicating ideas are what I hope to develop in them. I find the most enjoyment and learning comes from a short and informative presentation followed by a question and answer period where students are prompted to expand upon and justify their methods and results. Other students should be encouraged to ask respectful questions. Since every group had a unique question, I like to display them in the hallway outside my class to inspire discussion across class periods.
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