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Monday, November 23, 2009

Therese H., Science Teacher at Mt. Blue, November 19, 2009

   Last Thursday, I spent time in Therese' science class.  She was dealing with two very complex concepts - adaptation and evolution.   Therese had decided to use a scavenger hunt format for her students to introduce them to the key concepts in the text. 
   In order to do this, she had created a scavenger hunt that required her students to search the chapter and answer questions based on key text features, i.e. bold words, charts, diagrams, etc.  The class had worked on this the night before and were debriefing during this session. 
   Therese uses this format in order to assess where the students are and clarify any misunderstanding.  She does this by asking clarify questions, making clarifying comments, modeling her thinking, and helping students make personal connections to their own lives. In other words, comprehend the big ideas. 
   This is often a challenge when text books are too difficult for students to read.  Often this results in students becoming disengaged and passive.  The conversation in Therese's room was anything but!  Bravo!


Anonymous said...

Hi Therese
Sounds like the scavenger hunt kept students interested while giving you an opportunity to find out what they know. Also a good way to fill any gaps or misunderstandings you find.

sherry hooker said...

Hi Therese,

I usually do evolution later in the year, so out of curiosity I'm wondering about your sequence. I've always wanted to do it earlier, but never have genetics done that soon. Specifically regarding your lesson, I'm interest in the nature of the scavenger hunt. Was it constructed to strategically focus their attention on specific items?