1/16/2024 0 Comments Science phenomena group discussion![]() ![]() The broad goal is for everyone to learn more about the universe, but individual discussions will have more narrowly defined goals. The final norm in this list involves everyone remembering that discourse is not a competition. In addition, each member of the classroom has a responsibility to pay attention and be prepared to share their ideas. First, everyone needs to collectively ensure that the participants who are the loudest or most comfortable talking do not take over the conversation. There are two essential aspects to making this happen. Everyone Contributesĭiscourse is most successful when everyone can contribute. While ideas may be critiqued, individuals should not be. That means that they should let each other speak, listen with an open mind, and provide feedback with good intentions. Most lists of norms build off the principle that all participants in the conversations should respect one another. The following are particularly helpful in fostering a positive environment for meaningful discourse. Classroom Normsįor student discourse to thrive, all students must feel comfortable in the classroom, and one of the most useful tools in creating a comfortable environment is setting norms for behavior. ![]() Over time, students should gain greater facility in carrying out such discussions without any assistance from the teacher. Sometimes discussions involve the whole class with the teacher acting as a moderator, but students should also be involved in peer-to-peer discussions. Throughout the process, there should be an emphasis on clear communication of ideas. Teachers should focus students’ attention on identifying mechanisms in models as well as ensuring that explanations provide sufficient reasoning to connect claims to relevant evidence. Students should engage in constructive arguments with evidence as they work to refine their models and explanations. The final purpose for discussion lies in making sense of phenomena. During these discussions, teachers should guide students to focus on how they can accumulate as much information as possible from their investigations and how to sift through that information to find evidence that’s most relevant to their questions. Sometimes this process of gathering information involves analyzing text and images rather than observing experimental data. Gathering and Analyzing Data and InformationĪs students dig into their investigations, they’ll need to discuss how to conduct those investigations and what data they will collect. ![]() During these discussions, teachers should encourage students to share their ideas and not worry about the accuracy of those ideas. In Discovery Education Science, this occurs with the presentation of an anchor phenomenon at the beginning of a unit but may also take place in a lesson later in the unit when students explore an investigative phenomenon. That may involve making observations, asking questions, and developing a model or an explanation of the phenomenon. When encountering a new phenomenon, the goal of a discussion is to give students a chance to share their thoughts about it. Eliciting Initial Questions and Explanations ![]()
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