Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Explanation of Activity 1:
center of the other. Then, each group will copy down one simple
dictionary definition of each word and write it under the word.
Then the silent graffiti begins. Students will have ten minutes to do this
activity. Half of each small group will spend 5 minutes writing down
every association they have with the word refine. They can free
associate, draw a picture, ask a question, write a poem and interact
however they choose with deconstructing this word with their partners.
At the end of five minutes, the groups will switch papers, spend 1 -2
minutes reading what their classmates wrote, and then silently
continue their conversation for 5 more minutes.
At the end of the activity the groups will hang their graffiti on the walls
of the classroom and everyone will get up and do a gallery walk to read
what sense their classmates made of these terms.
Then the class will have a whole group discussion about why these
terms are important to their projects and how they apply to the days
activity.
Explanation of Activity 2:
The goal of this lesson is to teach students how to map out their initial
research findings so they can begin to draw some conclusions and
identify gaps in their research. Students will write additional research
questions to identify the gaps in their research.
If this is the first time the students are using SpiderScribe, the teacher
and librarian will either model the program or show a tutorial video.
The tutorials can also be posted to the class blog for future reference.
The teacher and librarian will hand out a rubric for students to evaluate
their research so far, to help categorize their findings and to draw
conclusions based on evidence. They will use these rubrics to make a
mind map of their research so far and categorize it. During this activity
the students will engage in the construct phase of the inquiry
process, where they put together the information they have gathered
so far and categorize the findings they have discovered. In the process
of constructing meaning from their information, students will use the
mind maps to visualize where there are gaps in their research. They
will use this information to create additional research questions to
assist them with the next phase of the inquiry process.
The teacher and librarian will model for students how to make sense of
their research, categorize their ideas, begin to see connections
between ideas, draw some initial conclusions, and to identify gaps and
areas for further research. They will also model possible frameworks
5