Another score on the "getting them to think" front today. I used a lesson based on photographs. Students were broken up into groups of 4 (based on birthdays this time) and given a collection of 8 photographs. The pics were Gold Bullion, The Susan Constant, A Slave Auction, Boston Tea Party, Boston Massacre, Albany Plan of Union, Tarring and Feathering, and the Battle of Cowpens.
For the first task the students put the pictures in chronological order. The order was important in the grading, but most important was their reasoning. Furthermore, in order to guarantee full participation it was stated that I could and would ask any member of the group to explain the reasoning behind the order--and the response would reflect the entire group's grade.
The second task was to put the pictures into categories--whatever categories they decided to come up with. And again to present reasons.
Thanks Dr. Oscar Lansen for the idea.
REFLECTIONS
Many of the students didn't get the pictures right. (ie thought Cowpens was the French and Indian War or thought the Gold represented taxation rather than mercantilism) But their reasoning was good. They may have misunderstood the pictures but were able to use their understanding of the concepts. To me that is a good thing.
During the process a student asked if she/they could use their notes. My split second, gut instinct was to say no. But I didn't. I figure if they are going to show the initiative to look something up why would I stifle that? The information is out there they just need to know how to put it together and do something with it. The mantra of 21st century education.
pleased,
dt
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1 comment:
Nice work, D. This sounds pretty encouraging. I was finallly able to read about the rebellion. That is great! Too bad they wimped out. Who knows where it could have gone?! Your dedication is an encouragement even in this atmosphere where we are trying to teach these guys to be thinking people.
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