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Student Engagement: Process & Examples

Student Engagement: Process & Examples. 5-6 Team Folsom School 2011-2012. What do any of us need to become engaged problem solvers??. Personal Connection Sense of Place Knowledge Clearly defined question to answer Audience Choice and flexibility. Personal Connection.

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Student Engagement: Process & Examples

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  1. Student Engagement: Process & Examples 5-6 Team Folsom School 2011-2012

  2. What do any of us need to become engaged problem solvers?? • Personal Connection • Sense of Place • Knowledge • Clearly defined question to answer • Audience • Choice and flexibility

  3. Personal Connection Stories… how can we build stories? • Invite students to share stories Example: Lake Memories Podcast • Pose “What do you think…?” Example: Young Writers Project prompt: “Imagine how global climate change might change South Hero. What would be different? How might people adapt to the changes?”

  4. Sense of Place The environment… how can we connect kids to their environment? • Go outside! Field trips to local areas Examples: Walks on the Fill and the adjacent wetland & pond, fish hatchery, geologic spots • Reflection: What is special about your local places? Example: Web Site , Photostory of Lessor’s Quarry

  5. Lessor’s Quarry - Photostory

  6. Knowledge Understanding… what do 5th & 6th grade students need to know before discussing climate change? • Energy: What is it? Where do we get it? How do we use it? Examples: Class demonstrations, research • What is the Greenhouse Effect? Examples: Reading – Excerpt from “The Down to Earth Guide to Global Warming” by L. David and C. Gordan”, writing, Phet simulation

  7. Reading…

  8. Writing… • Young Writers Project prompt:Y • You have now read the Expert 21 text "The Down-to-Earth Guide to Global Warming" and completed the class activities. Now please respond to the following prompt as a NEW BLOG with the TAG: CO2 or Polar Bears. Use the graphic organizer handed out in class as a guide (turn that in in person in school or complete on=line at https://bubbl.us ). • Summarize the two sections by comparing and contrasting: Which section did a better job of convincing you global warming was a problem: the information on greenhouse gases (such as CO2) or the information about polar bears? Write a summary that explains what you found most convincing and why. Be sure to include a thesis statement, supporting detail, and a conclusion.

  9. Phet Simulation Interactive Science Simulation

  10. Clearly Defined Questions Problem… how can we pose a problem to engage students to be creative problem solvers? Example: Do you think global climate change is caused by human activities? Regardless, what do you think we need to do about it?

  11. Audience Authentic… what is “authentic” to 5th & 6th graders? • Non-example: Digital field guide for unknown web users Vs. • Example: Preschoolers at local Parent-Child Center, students in former teacher’s classroom in St. Albans

  12. Choice and Flexibility The task: Persuasion! Create an advertisement to inform as well as sell an idea, a product or an action that responds to “what do we need to do about climate change”.

  13. Choice and Flexibility Examples: • Thomas’ video • Oliver and Victoria’s Video • Ethan’s Essay

  14. Current Projects Science projects & activities for preschoolers Example: Thomas and Mary

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