TECHNOLOGY
One aspect of mastery learning is constant feedback from the teacher or peers. One way I found to do this easily and effective, would be to use ExitTicket. Students are given a class code that they use to log in and answer questions set up by the teacher. Once students have taken the quiz, data is collected and the teacher can log on and see who is still struggling and have conferences with these students. ExitTicket is a great tool for collecting data on formative assessments, however, without a 1:1 classroom, this would be harder than using paper and pencil for student's answers on a daily basis.
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To correlate with Jean Piaget's findings, I must use concrete, visual examples. When I want students to think about the knowledge content that they have learned and apply it, I often show videos. While students are watching, I pause and have them predict what will happen based on the knowledge they have acquired throughout the lesson. After the video, we have a whole-class discussion about what happened in the video and why. One downside to this method is I often have the same students participate in the discussions, while others who are struggling do not.
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One solution to this problem is to use TED-Ed. TED-Ed allows the teacher to use YouTube videos to create lessons. Students watch a video, answer higher-level thinking questions, and participate in an online discussion. In addition, TED-Ed allows the teacher to go back and write feedback based on a student's response to a question. Not only is this a great formative assessment took, but it can also be used as a jumping point for
Another technology I have found to support concrete, visual examples is a simulation created by the University of Colorado. Students can manipulate different materials to see the impact of changing the mass and volume on the same material. In addition, students can compare objects with the same mass, same volume, and same density and attempt to explain why some objects are floating and why some are sinking. In addition, students can choose a "mystery object" where tools are given to determine the mass and volume of each object. One positive is that students may see this simulation as a game and be engaged without realizing that they are learning. The downside to using this technology is students do not get to manipulate the materials in their hands and feel the differences in mass and volume.
In addition, students can choose a "mystery object" where tools are given to determine the mass and volume of each object. One positive is that students may see this simulation as a game and be engaged without realizing that they are learning. The downside to using this technology is students do not get to manipulate the materials in their hands and feel the differences in mass and volume.
Finally, the best technology that students can use to learn about mass and volume is the tools to actually measure mass and volume. Students can create their own hands-on experiments using graduated cylinders, scales, irregular and regular objects, and water. To best represent this learning, here is a lesson I created to introduce the concepts of mass and volume.
In conclusion, using more concrete, visual examples such as the simulation created by University of Colorado, TED-Ed, and using hands-on experiments with commonly used scientific tools will help scientists with discovery learning and help them better understand the concept of density. In addition, implementing formative assessments with paper and pencils will allow students to master what they learn.
In addition, students can choose a "mystery object" where tools are given to determine the mass and volume of each object. One positive is that students may see this simulation as a game and be engaged without realizing that they are learning. The downside to using this technology is students do not get to manipulate the materials in their hands and feel the differences in mass and volume.
Finally, the best technology that students can use to learn about mass and volume is the tools to actually measure mass and volume. Students can create their own hands-on experiments using graduated cylinders, scales, irregular and regular objects, and water. To best represent this learning, here is a lesson I created to introduce the concepts of mass and volume.
In conclusion, using more concrete, visual examples such as the simulation created by University of Colorado, TED-Ed, and using hands-on experiments with commonly used scientific tools will help scientists with discovery learning and help them better understand the concept of density. In addition, implementing formative assessments with paper and pencils will allow students to master what they learn.