KLEIN's
GUIDE TO
SCIENCE EDUCATION
PHOTO CREDIT: Nadene Klein at Tuolumne Meadows Yosemite National Park
Last month I wrote about the Close Reading protocol that I was going to use with my Astronomy class. Today I'm pleased to share with you the outcomes.
First of all, it took much longer that I had thought it would. Instead of one class period, it took too full 50 minute class periods to complete the whole process. Second, I realized that I needed to clarify directions and expectations to students because this was a new concept to them. They wanted to look over the graphics and continue to the next thing. When I kept bringing back to the same graphic, they said things like, "I've already done this one." or "There isn't anymore that I can say about it." In most cases, there was more to say about it. The greatest outcome was that almost every student now understands the importance of titles, labels, and other cues of context when making their own graphs. Most students further understood how to look for bias in graphics, even in science articles. Many students could see the importance of slowing down and really looking at what a graphic is communicating. See the pictures below for samples of the students' work. It began with two rounds of sticky notes as students took in their first impressions of the graphics and questioned them and each other. This was followed by completing an organizer about one graphic by synthesizing the sticky notes. The process ended with a summary of the graphic.
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AuthorNadene Klein, M.Ed. has been an educator for over 25 years. She brings a passion and love for science to the classroom and through this blog to you. Archives
March 2024
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