MID-WORKSHOP TEACHING Use Your Content Word Collections as You Elaborate “Researchers, I mean, Botanists! As you’re teaching one another and trying to say as much as you can, don’t forget your word collections. Challenge yourself to use the new words you’re learning as you talk. “For instance, if you were answering the question: ‘How do leaves help plants survive?’ you could look over our Vocabulary Word Wall for words that would help you say a lot about that question. Can you spot any? Call them out.” Use an all-call signal. “Yes - photosynthesis! Chlorophyll! Species! Nutrients! All those words could help us talk more about leaves and how they help plants survive. “You can do the same thing for the questions you are talking about. Try it right now. Say the question you’re answering again, and then look at your word collection. Which words could you use to help you answer that question? Tap them. Then, try your conversation again, using all those important words. Get started!” SHARE Share Powerful Research Questions, and Grow Ideas Together Invite students to jot the most interesting question they asked and answered, and then to share it with another student. Celebrate all students have learned about their topics. “Right now, will you each jot on a sticky note the most interesting question you asked and answered today? In just a minute, you’ll share that question—and your answer—with a kid from a different research group.” “I’m going to play some music. Will you wander around the room while the music plays, holding your sticky note? When the music stops, find a seat next to a kid who was not in your research group. Share your fascinating questions with each other, and then answer them!” Play music briefly, and then pause it and channel students to find someone else to share with. Listen as students share their questions and responses, marveling at all they have learned. “Wow, Botanists! You have learned so much about your topics. You really are becoming experts. And each time you teach about your topics, it helps you remember even more of your learning. Keep it up!”
One child’s word collection
For some of your entering or emerging students, walking around the room and talking to others may seem like a daunt- ing task. You could pull students aside prior to the share and practice what they might say to others to build confidence and engagement.
47
Session 7 • Elaborate on Learning to Help Knowledge Stick
Made with FlippingBook flipbook maker