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Teacher Notes for X-Ray Elaboration and Refutation
This activity is an example of an initial embedded engagement/diagnostic
assessment strategy. Students work in pairs to correct erroneous information and
elaborate on certain ideas and concepts. As teachers circulate and listen to the
discussions among students, one can get a sense of what prior knowledge students
have about X-Rays.
While some of the information is historical factual knowledge for setting the
stage, key concepts such as electromagnetic wave energy are embedded in the task.
Students have opportunity to research and construct initial knowledge which will
be expanded upon through subsequent activities. The final product submitted by
students can be used to gauge how prepared the class is to move on to subsequent
learning activities and tasks.
This task is not intended to be used for summative assessment purposes, hence
there is not a rubric included, but is embedded in the initial instruction to
help students access and construct an initial understanding while simultaneously
finding out what their conceptions are on the topic. Rereading the final story
with the corrections contributed by the class is a useful way to have students
check their ideas against others' thinking and research.
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