Thursday, February 2, 2012

Whole-Task Approach, Scaffolding, Mathemagenic Method


In starting with the whole-task approach, students would perform a scientific investigation (using scientific method) using rocks, soil, and water that relate to the overall goal of finding ways these resources are useful. Within the experiment the students will be generating a hypothesis, listing materials, writing procedures for conducting the experiment, conducting trials, graphing results, and writing a conclusion. Although these are separate task, putting them together helps the students meet their overall goal. To incorporate more scaffolding, I would model for my students erosion of a canyon using stream tables, soil (which includes gravel, clay, silt, and sand), and water. Throughout my model, I would provide explanation for how erosion affects landforms and ask the students to participate by adding different features to the stream table model. Mathemagenic is a little more difficult for me because it seems a little broad. It seems like students are making connections in their own learning by different means. I would give students the task of coming up with ways (whether through songs, raps, dances, movement etc.) of describing the water cycle.  

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