Tandra Dawson
Brenau University
GA

Spatial Thinking Strategies: Promoting cognitive processes in the elementary classroom

Wed, Nov 30, 2016 8:08 PM
Open Ended Activity

I thought the article had some great points that I already use in the classroom. The article was taking about letting students use hands on activities for science and math. For example in math, the students use math manipulatives. In science there must be hands on experience for students to get the complete understanding. Also many of the children’s toys are used for educational experiences and gains. Another great point for the article was using open end questions. Most of the teachers use this type of questioning for all subjects. The open ended questions allow students to explain their own work. Teachers can use this as a form of assessment and with open ended questions; the teachers will get a variety of answers and discussions. Also letting students start a classroom discussion is another way to some understanding from the students. Having a specific activity is another way to keep students engaged. Open ended activities allow students to create a way to solve problems, work with their peers, and make different predictions about the solution. This activity will allow each group or students to have their own ending. This is one activity that I am going to try in my classroom.

Productive Questions: Tools for Supporting Constructivist Learning

Wed, Nov 23, 2016 8:48 PM
Questions

This is a great article because it provides different types of questions that can be used. In order for students to understand there must be detailed questions. The questions would be good to put into a science journal and have students complete them. Each question will have a different response and the teachers can use this to identify what concepts the student master and what concept the student did not master.

Alignment of Instruction with Knowledge of Student Learning

Wed, Nov 23, 2016 8:37 PM
Science Talk

Since science is such a complex subject, teachers must break science into pieces. Instead of starting the lesson with science, maybe start with a little of small talk (like the article suggested). Starting with the small talk allows the students’ time to get warmed up and also the teachers can add questions or comments pertaining to the subject/lesson. Science can be long so teachers should get the students’ involved in talking and communicating with their peers. If the teacher asks questions he/she can say, “Turn to your neighbor and discuss a possible answer.”