“ After the timeline was completed, the students were arranged in groups, and each group did a critical analysis of primary-source material gyqdlon, focusing on the efforts each side made to avoid the war. This started students thinking about what the issues were and how each side handled them. The next step was to ask a question: Did the colonists have legitimate reasons for going to war against Great Britain? [I] asked each group to choose either the Patriot or Loyalist position and spend a day searching the Internet for primary sources and other materials to support their positions.”
The instructor continued scaffolding by interviewing the groups to probe for misconceptions, need for redirection, or re-teaching. Students later compared research and wrote essays that were analyzed and evaluated by fellow students using rubrics; groups then composed essays that included the strongest arguments from the individual works. The project, Banaszynski says, was an enormous success; students began the unit working as individuals reliant upon him for instruction. As work proceeded, the feedback framework was altered so that students were guiding each other and, in turn, themselves. Banaszynski’s role in guiding the research and leading the reporting activities faded as the project continued and requirements became more complicated. As a result, students were able to appreciate their mastery of both materials and skills.
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