not new... taking my golden line out so folks realize it's.... my golden line!

Submitted by boggyplants on Tue, 2010-07-06 16:11
in

One of my golden lines has to do with inquiry and practice (p34), "Thus, 'practice,' as used in this book, encompasses several of the different dictionary definitions of the term. It refers to doing something so thoroughly that it becomes second nature (as in practicing thrift). And it refers to using one's knowledge to meet an objective (as in practicing law or practicing teaching).

Kind of like what students do on a team without complaint!!

It would be interesting to design a project that is far longer term than say, a chapter, and involves the practice part ... without students feeling like "they know that already" because they tried it once. I would like my students to enjoy it enough to know that the practice supports learning in an ongoing manner -rather than drop the quality or practice part as we move to increasingly deeper into the project. As I do this, I also need a way to have a spectrum of grades to support what we are doing, and show that what we are doing has meaning. I think this part would be strongly supported by the strands, particularly if the students present to one another, other classrooms, guests, educators, etc in a formal way.

I'd responded w/in another's text with my golden line, but I resubmit it for the VS staff to see that I've contributed...

‹ Oops! My Golden Line (moved from a reply) My Golden Line- Why is this different from science inquiry? ›

Comments

Submitted by ebailey on Wed, 2010-07-07 06:56.

I had pretty the much same

I had pretty the much same golden line....I found the differences between inquiry and practice very meaningful for helping students consider in a metacognitive way whether or not they actually do "know" something.

Submitted by gmeader01 on Tue, 2010-07-06 22:14.

I would agree that it would

I would agree that it would be wonderful to take a science project out of the limitations of 'the chapter'. I think that some students who are really great readers have this sense that an experiment won't be that interesting because they've already figured out the outcome in the text. Hands on science should keep them engaged, but it is more difficult to gauge a grade out of it.