A demonstration as an introductory task/Taking responsibility for their learning

Just Sharing... My colleague, Steve, a middle level science teacher, shared with me how he used of a demonstration as an introductory task and an activity that supports students taking responsibilty for their learning. 

 

Steve’s introductory task for his students included a demonstration.  Steve had one of his students, "Billy" sit in a wheelie chair and move backwards as quickly as he could by using his feet, which he did with no problems.  Then Steve told him that he had to do it again as quickly as he could without using his feet.  This wasn’t as easy – and was a bit funny.  The class was then instructed to reflect on the demonstration and answer the following question in their science journals:  Why was it difficult for "Billy"to move in the chair without his feet touching the floor?  Use one of Newton’s Laws to answer your question.  The class then discussed their answers with a partner and then shared as a whole group.

Sometimes Steve uses his introductory task demonstrations as a review of previously learned material (which this one was) and sometimes he uses them as an introduction for a new concept in more of a discovery fashion.

Students acquire significantly greater understanding of material when traditional lectures are combined with interactive demonstrations. Each step in interactive demonstrations (predicting, experiencing, and reflecting) contributes to student learning. Prediction links new learning to prior understanding. The experience engages the student with compelling evidence. Reflection helps students identify and consolidate that they have learned.

The use of a demonstration connects an event, visual, or action with a concept that will help students to recall the information later.  In this situation, students can think back… “Oh, Newton’s Third Law of Motion is like when "Billy" was scooting in the wheelie chair.”  Not to mention-- it was fun and had all of the students engaged!

Steve also shared an activity that he does with all of his students on average twice a quarter.  He calls it his “Ostrich Activity.”  In an attempt to help students take responsibility for their learning he provides them with  a ½ sheet of paper with the following information that they need to complete.  He asks them to look up their current grade, list any assignments they may be missing, AND provide a plan for improvement.  Steve said that many times students “bury their heads in the sand” (hence why it is called the Ostrich Activity) when it comes to their grades and the hole they may have dug  for themselves but when they have to physically look it up, find out what they owe, and crate a plan for improvement, it is right in front of them and they can’t hide from it as easily - and of course he is there to support them and help them with their plan to improve.

 

Thanks for sharing, Steve!  Share ways YOU use demonstrations and activities that help students take responsibility for their learning.  Have fun!