STEM Network
Reading Apprenticeship
Inquiry Questions
Using inquiry questions with students can provide the foundation for text based discussions that revolve around the inquiry process. How did the homework reading help to build answers for our inquiry questions?
How do I assess "far learning"? How does this happen? What does it look like?
What is the purpose of reading strategies lists?
How do I acknowledge students' participation without praising?
How do I accomodate hearing or visually impaired students?
I have used concept inventories in a less formal way, where I give them at the beginning of the semester. I don't grade them, but I give them back to the students at the end of the semester. Then students can see their own misconceptions.
--Patricia
Reading for Understanding 244 - The LINK exercise is a way that the works with sign language interpreters.
Another thechnique is using the ePortfolio to post their work. When they create their ePortfolio with work from different subjects, they can review and reflect on their progress over time. They can reflect on what their process has been and how they are changing.
-- Paul and Linda
Reading for Understanding 97 in the Classroom Close up the last paragraph.
I feel like I don't know how this will go, but I am going to try the reading strategies list in my class because I want to find out what will happen and where it will lead.
-- Richard
Math
Giving a pre-test questionaire about exit level information from past courses at the beginning of the semester. Then asking students to grade these and review the information they don't remember clearly.
-- Angela
How do I effectively and respectfully surface and manage students' prior beliefs/misconceptions?
How can we be effective with writing concept inventory questions? How do we do something deep with multiple choice?
I don't make the goal of surfacing schema to identify students' misconceptions. I think that happens kind of organically as we surface schema.
-- Dean
Reading for Understanding - p. 240-241 How can we help students get to the point of checking themselves? What kinds of probing questions help coach students to identify and overcome misconceptions and misinfomation?
-- Bridget
Ch. 3 - Our emphasis has been not on the eradication of misconception but on reading skills and the proper application of ...
Is it a communication misconception? Is it something that needs to be worked out with further collaboration? Is it an ah-ha moment that they can get to from working through it or is it something that is acting as a roadblock to moving forward.
-- Bridget
Sometimes we don't know how deeply held misconceptions are. The idea of oral stories and video story could be a more vivid form of concept inventory. Adding the question, how sure are you about this? This could give a window into what students are confident about and plastic about in their own knowledge.
-- Paul and Patricia
Reading for Understanding 249 box 8.7
There is an activity to capture the revision of misconceptions and guiding students to know how to learn and surface their own misunderstanding. This "what I think I know" allows students to surface their own schema before attacking a reading. Then filling out "what I know now" and "how I arrived at this" helps students to intentionally learn to revise their schema.
How do I choose where and when to incorporate a metacognitive routine?
Day Three
