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Quick Draw and Peer Critique
Quick Draw and Peer Critique
How it works: For questions involving models or diagrams (like the water molecule or a chemical reaction), students quickly create diagrams/models and then participate in a gallery walk or partner critique session.
How it works: For questions involving models or diagrams (like the water molecule or a chemical reaction), students quickly create diagrams/models and then participate in a gallery walk or partner critique session.
Why it's effective: The activity provides immediate insight into how well students grasp and translate the concept into a visual representation (Science Formative Assessment: Assessing With Purpose, 2024).
Why it's effective: The activity provides immediate insight into how well students grasp and translate the concept into a visual representation (Science Formative Assessment: Assessing With Purpose, 2024).
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Peer critique helps students identify areas of strength and weakness in each other's work.
Peer critique helps students identify areas of strength and weakness in each other's work.
Application: Water molecule diagram: Students sketch a water molecule diagram. During a gallery walk or in small groups, they identify 2-3 areas of strength and 1-2 areas for improvement in each model.
Application: Water molecule diagram: Students sketch a water molecule diagram. During a gallery walk or in small groups, they identify 2-3 areas of strength and 1-2 areas for improvement in each model.
Reaction model: Students build or draw their reaction models and then share them with a partner, explaining the process and identifying an area for improvement in the model.
Reaction model: Students build or draw their reaction models and then share them with a partner, explaining the process and identifying an area for improvement in the model.
Think-Pair-Share and Whole-Class Discussion
Think-Pair-Share and Whole-Class Discussion
How it works: After students individually attempt questions requiring explanation or analysis, they discuss their answers with a partner, then share key insights with the whole class. A teacher facilitates the discussion, probing for deeper understanding and addressing misconceptions.
How it works: After students individually attempt questions requiring explanation or analysis, they discuss their answers with a partner, then share key insights with the whole class. A teacher facilitates the discussion, probing for deeper understanding and addressing misconceptions.
Why it's effective: It promotes active engagement and allows students to verbalize and clarify their understanding.
Why it's effective: It promotes active engagement and allows students to verbalize and clarify their understanding.
It creates an opportunity for the teacher to hear a range of student thinking and identify common misconceptions (Page 1: Formative Assessment, n.d.).
It creates an opportunity for the teacher to hear a range of student thinking and identify common misconceptions (Page 1: Formative Assessment, n.d.).
It models the type of scientific discourse students should be engaging in.
It models the type of scientific discourse students should be engaging in.
Application: States of matter properties: Students explain to their partner why they chose these specific properties. Class discussion: How can a single property help classify the substance?
Application: States of matter properties: Students explain to their partner why they chose these specific properties. Class discussion: How can a single property help classify the substance?
Atoms and matter: Students explain their understanding of the conservation of atoms to their partner. Class discussion: Why can mass and atoms be used interchangeably in this case?
Atoms and matter: Students explain their understanding of the conservation of atoms to their partner. Class discussion: Why can mass and atoms be used interchangeably in this case?
Evidence of chemical reactions: Students explain to their partner why a cloudy mixture is not definitive proof of a chemical reaction. Class discussion: What would be needed to be certain?
Evidence of chemical reactions: Students explain to their partner why a cloudy mixture is not definitive proof of a chemical reaction. Class discussion: What would be needed to be certain?
Burning Wood and the Law of Conservation of Mass: Students explain their reasoning to their partner regarding whether atoms are rearranged or disappear when wood burns. Class discussion: How does this relate to the Law of Conservation of Mass?
Burning Wood and the Law of Conservation of Mass: Students explain their reasoning to their partner regarding whether atoms are rearranged or disappear when wood burns. Class discussion: How does this relate to the Law of Conservation of Mass?
How do these Strategies Inform Instruction?
How do these Strategies Inform Instruction?
Targeted Re-teaching: The formative assessments will pinpoint specific areas where students are struggling and require re-teaching.
Concept Refinement: Discussions and peer critique can identify misconceptions and allow the teacher to address them directly, reinforcing key concepts.
Inquiry-Based Learning: If student responses suggest areas of high interest or confusion, those can be explored further through inquiry-based activities.
Differentiation: By identifying students with different levels of understanding, instruction can be differentiated to provide appropriate challenges and supports (Dack et al., 2022).
Increased Engagement: These strategies' active and collaborative nature can increase student engagement and ownership of the learning process .
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