Janet's+Debrief

THINGS THAT WE CAN USE IN OUR CLASSES: Recording student's initial impressions and prior knowledge before the actual lesson Discuss with students the different elements and the similarities between a science summary and summaries in other content classes Clear rubric for the writing that is expected Very clear structure with many opportunities to share and listen to others which clarifies our own thinking, sharing, and writing Importance of note-taking to help with the thinking and writing expected during a class experience Students measure the time they spend on parts of the writing process to identify the relationships between time and results "Whiteboards" made from page protectors and graph paper for student use Using the science terms often in talk and in our own writing helps to learn the words and concepts (Also increases our confidence in using these words) Lively and interactive discussion that helps to write rich and more detailed lab write-ups Structure that breaks up lab with writing as we conduct the steps of the lab Class revision of "just the first sentence" to find academic and scientific voice Students are directing their own learning...even when we made mistakes Sharing out to class with groups opens our eyes to new considerations Allow for discovery

THINGS TO CONSIDER: Do not provide graph until after the groups make their own graphs Frontload the concepts and verbage of the lesson if not presented to science teachers Provide examples and non-examples of lab conclusions so that we can see what the desired qualities are Be aware of time, adjust lesson when behind time, e.g., not everyone shares out of less time to observe