<\/p>\n
For my WISE exploration, I chose to tinker with a unit on Plate Tectonics (ID: 19749). \u00a0I really liked the way the original author set up her\/his unit. \u00a0I made a few changes to reflect some elements that are important to me. \u00a0First, I replaced a number of static diagrams with GIFs. \u00a0It seemed silly to me to show dynamic processes with a static image – if the technology can demonstrate the concept more accurately, then do it! \u00a0Second, I did away with the “Extra Credit” section. \u00a0These always feel like the domain of mark counters, and I don’t want my students motivated by that. \u00a0The irony was that many of the most interesting activities that the original author created were dubbed “Extra Credit”. \u00a0I kept the activities, but dropped the moniker.<\/p>\n
For my lesson (directed at grade 8 students), I am going to begin by having students generating driving questions<\/strong><\/em>\u00a0with the ultimate goal of using the questions to motivate student inquiry. \u00a0Each student will generate questions and do some initial information gathering to see if their inquiry is generating interesting, satisfying information. \u00a0The WISE will be a source of information for them and act as a jumping off point for their big questions. \u00a0Students will investigate their questions with the goal of creating a record of their inquiry in the form of an experiment, a presentation, a video, a podcast, etc.. \u00a0Each student will participate win a roundtable where they will ask questions about the work, methods, and research of their peers with an aim to improve their inquiry skills through collaborative discussion. \u00a0Finally, my students will reflect on their process – assessing their learning, highlighting areas they are proud of, and identifying difficulties they had and how they can address then in their next inquiry.<\/p>\n One of the key goals of WISE’s and Scaffolded Knowledge Integration is to make science accessible (Linn, Clark, & Slotta, 2003). \u00a0One of the ways that access is improved with the WISE, is that it is available to the student whenever it is needed. \u00a0Unlike a teacher, who is accessible during class time, or a text that, for many students, requires interpretation or guidance for understanding, the WISE can meet the student wherever\/whenever they want to learn.\u00a0 Giving students this resource is another way to manage the proliferation and entrenchment of misconceptions. \u00a0In the movie\u00a0A Private Universe, access to visual models seemed to help students break down their incorrect impressions of scientific concepts\/processes.<\/p>\n Finally, the WISE format lends itself nicely to providing timely feedback to my students on their understanding. Hattie & Tamperly (2007) describe feedback as a tool to reduce disparities\u00a0between understanding and performance. \u00a0The marked ‘quizzes’ and predictive writing in the WISE would allow me to keep an eye on student understanding and respond promptly with questions, corrections, or prompts to help shrink the gap between student understanding and performance.<\/p>\n <\/p>\n References<\/p>\n Hattie, H. & Timperly, H. (2007). The power of feedback. Review of Educational Research, 77<\/em>(1), 81-112.<\/p>\n Linn, M., Clark, D., & Slotta, J. (2003). Wise design for knowledge integration.\u00a0Science Education, 87<\/em>(4), 517-538<\/p>\n","protected":false},"excerpt":{"rendered":" For my WISE exploration, I chose to tinker with a unit on Plate Tectonics (ID: 19749). \u00a0I really liked the way the original author set up her\/his unit. \u00a0I made a few changes to reflect some elements that are important to me. \u00a0First, I replaced a number of static diagrams with GIFs. \u00a0It seemed […]<\/p>\n","protected":false},"author":44373,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669390],"tags":[],"class_list":["post-1505","post","type-post","status-publish","format-standard","hentry","category-b-ski"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/1505","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/users\/44373"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/comments?post=1505"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/1505\/revisions"}],"predecessor-version":[{"id":1506,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/1505\/revisions\/1506"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/media?parent=1505"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/categories?post=1505"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/tags?post=1505"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}