Extending thinking
| Title | Text link | Rationale | Text frames | Strategies & Resource |
|---|---|---|---|---|
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Physics Talk: Average Speed (Eisenkraft, 2010, pp. 37-46) |
(Eisenkraft, 2010, pp. 37-46) |
Most of this article develops the perception of the movement of an object through time, relative to its previous position only, conceiving and defining physical quantity known as speed. Through this discussion and development the author is defining new terms and equations while exemplifying them with real-world example and sample analyses. The compare/contrast frame is particularly useful late in this curricular text when it focuses on differentiating velocity, the perception of the movement of an object through time relative to some fixed reference frame, from speed. |
Cause / Effect Concept / Definition |
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I chose to use summarizing strategies to aid my students in extending their thinking. I overlapped two strategies in the attached Extension device document in order to better support a greater diversity of student strengths through multiple modes of expression of their understanding (CAST, 2011, p. 23). Both of these apparent strategies ask the student to perform the same task collaboratively, to summarize the most immediate segment of informational text read in the growing context of the previous readings and then to share their summary with another student or students. The second(s) then read or interprets the first student’s summary and attempts to draw its author’s meaning from what they see (McLaughlin, 2015).
As both partners are reading the same segments simultaneously and then individually responding with their own thoughts in summary, before sharing, there is significant opportunity for diversity in what students first understand a text to mean. By sharing their initial interpretations in collaboration we, the teacher(s), are serving multiple lessons or educational opportunities. Students should, or be aided to:
- reinforce the normal standards of the sciences, the practice of peer review
- develop critical thinking skills as they revise their own interpretation based on another’s
- foster higher level thinking as they develop questions about their partner’s interpretation
- become better writer’s through practice and immediate feedback
- read science texts more effectively through practice and collaboration
Collaboration can then be extended to include small group or whole class sharing and discussion as time allows and lesson development should prompt. This research based strategy of paired summarization has been shown to significantly increase reading comprehension (Hartini, Ni., Haritini, Nu., & Aisyah, S., 2013).
- Supporting documentation and resources:
- Extension device for Physics Talk: Average Speed
- Ch. 1, Sect. 3 - Physics Talk: Average Speed (Eisenkraft, 2010, p. 37-46)
Lance, I find it interesting that you chose to combine the two strategies. I think it is an inventive idea because it gives students a chance to be creative while still thinking about the text. Also I think it brings a whole new idea on the use of sketch to stretch because it is no longer based on what that student got out of the reading it is about what their partner got from the reading. I would be interested to try this out in a class to see how well students take to it and to be able to compare what each student got from the reading. I wonder though if students would find this to complicated and would give up before trying? Only because so far I have noticed with students if it is not straight forward they do not want to do it.
ReplyDeleteDanielle, I think I'm misunderstanding you or vice versa. I intended the first student to read, summarize on the upper set of lines and add sketches or figures to visualize the meaning of their summary, or elements therein. Some physical ideas do not translate really well to words, especially for ninth-graders it would seem, and though I still want them to try to summarize with writing they may be able to refer to and explain it better and more easily in combination of words on the lines and visualizations.
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