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Inference or Observation?
Mon, Oct 29, 2018 3:15 AM Great
I also agree that it is very important for students that distinguishing the differences between observation and inference. To practice students' ability of inferencing, teachers are supposed to organize more inference activities for them. When some students get troubles to infer, teachers can guide them better by asking leading questions rather than telling them results directly. Moreover, at the beginning of inference activities, teachers should check students' assumptions to make sure a successful process of inferring.
Methods and Strategies: The Common Ground -- A rationale for integrating science and reading
Mon, Oct 29, 2018 3:14 AM Great
I do agree with your opinion. By integrating science and reading, teachers can address learning standards in both disciplines at the same time effectively. It is a good way to improve the efficiency of students' study indeed. Personally speaking, I think to achieve a successful integration, as a teacher, we need to find the common ground between the different subjects. And then we can address learning goals in both subjects without compromising either subject.
Classroom Management and Inquiry-Based Learning: Finding the Balance
Mon, Oct 29, 2018 3:12 AM Great
Classroom management strategies are classified into two broad categories: (1) preventative practices that seek to create positive learning environments and student behavior, and (2) intervention practices that are used to deal with disruptive behaviors. The category of preventative practices could be further grouped into two clusters, one centering on curriculum and instruction and the other focusing on classroom organization. Curriculum and instruction Classroom management not only involves organizing the physical environment but also curriculum and instruction to create an environment conducive for learning. The relevance and appeal of tasks and activities chosen and how they are organized for teaching and learning can have an impact on student behavior in the classroom. Students are motivated when they experience success in completing their tasks. Therefore, tasks must be designed to be achievable. At the same time, when tasks are not sufficiently challenging, bored students could choose disruptive behavior.
In the future, in my class, I will have my students keep a science journal where they wrote their own lesson notes. Keeping a journal brought about a greater sense of ownership and was a more active way of learning than reading their science texts. I will also guide the students to reflect on the value of an inquiry approach to learning. Students reflect on their own learning processes helped build shared values in the classroom and motivated students to cooperate with a teacher. The tables in my classroom will be permanently arranged in a way that facilitated group work. By observing the behavior of the students, I will make changes to the group composition, particularly in separating students who tended to exhibit off-task behaviors when they are in the same group. In a typical lesson, I will begin the lesson with a review of concepts relevant to the investigation and give some procedural instructions to prepare students for the investigation. During the investigations, I may interrupt students activities to give further instructions. At the end of the investigation, I will have the students gather together as a class to report their findings or to co-construct concepts based on the data they have collected.
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