This week in class, I’ve introduced my students to Topographic maps. At some point during the block, one of my students raised his hand and asked something like, “When would someone use this?” Gasp! I forgot to give them an Authentic Problem! I was just spoon feeding them information about the maps…where to find this, what these lines mean, what that refers to. I answered his question and he seemed satisfied and listened as I continued to describe the differences between topographic maps and the others they used.
Sometimes I do not like block scheduling, but on this occasion its structure allowed me to look at my topographic map introduction again and apply the ACTS design principle. This time I had my students explore the maps and discover the differences on their own. Then after a group discussion I proposed an authentic problem- The County needs to build a new road… Where is the best path? They drew maps showing their chosen course, which I will give to the county engineers to look over ;)
The students were engaged and excited. They were critically thinking and creating. I was surprised at how a small change in lesson design could affect the outcome of student learning. I want a do-over for my A-day students who I always feel badly for anyway because they get the trial run of my lessons.
Wonderful! I am glad you got a chance to redesign the lesson set up and see the results in so short of a time span! I love when something works!
ReplyDeleteI love when students are like plants in the audience - they ask the question just as you were going to explain a point. Or you have designed a lesson to lead them to the question themselves. They are much more motivated to intently listen for the answer when they have asked the question themselves.
Neat! I'll have to share with some of our Earth Science teachers.
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