Annotated Examples of Strategies abc brainstorming


Summary – Many texts contain a summary at the end of the chapter. Students can read the summary to activate prior knowledge and give them an idea of the important concepts contained in the chapter



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Summary – Many texts contain a summary at the end of the chapter. Students can read the summary to activate prior knowledge and give them an idea of the important concepts contained in the chapter.




36. Time Line

Create a Time Line




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Create a Time Line






1795 – Hutton proposes his theory of gradualism






1798 – Malthus publishes “Essay on the Principle of Population”





1809- Lamarck publishes his theory of evolution.

















1830- Lyell publishes Principles of Geology.






1831-1836 – Darwin travels around the world on HMS Beagle.





1837 – Darwin begins his notebooks on the origin of species

















1844 – Darwin writes his essay on the origin of species






1858 – Wallace sends his theory to Darwin





1859 – The Origin of Species is published

















1865 – Mendel publishes inheritance papers






1990 – Government funded Human Genome Project Launched





June 26, 2000 – The human genome is sequenced


37. Think, Pair, Share

  1. Teacher poses a problem or asks an open-ended question to which there may be a variety of answers.

  2. Teacher gives the students ‘think time’ and directs them to think about the question.

  3. Following the ‘think time’ students turn to face their Learning Partner and work together, sharing ideas, discussing, clarifying, and challenging.

  4. The pair then shares their ideas with another pair, or with the whole class. It is important that students need to be able to share their partner’s ideas as well as their own.

38. Three-Minute Pause
Students stop while reading, watching a video, or listening to a lecture and turn to their partner or group for a three-minute pause. They (1) summarize what they have learned, then (2) identify something they found particularly interesting, and (3) ask any questions about confusing information and/or make a prediction about what they might learn next. Explain to students that pausing about every 10 to 15 minutes helps them “fix” new information in memory. Take time to guide students in metacognitive conversations about why stopping and reflecting upon what they are learning helps them learn and store new information. Why is hearing and viewing information not enough for constructing new meaning? How did discussions with a partner help them construct meaning? How might this strategy be useful in studying for a test?

39. Triple Venn Diagram

Triple Venn Diagram

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Triple Venn Diagram



 ____Igneous Rocks_____


Crystallization of magma



Extrusive

Intrusive





Heat

Grain Size

Minerals

Classified

Rock Cycle

High temperature and pressure alter the texture, mineralogy, or chemical composition



___Sedimentary Rocks___




___Metamorphic Rocks ___




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