Critical Thinking
The major thrust of this unit is to have my students work towards mastering critical thinking skills. The following strategies are recognized as "hallmarks" of teaching critical thinking (Beyer, 1985; Costa, 1985):
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*Promoting interaction among students as they learn-Learning in group setting often helps each member achieve more.
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*Asking open-ended questions that do not assume the "one right answer". Critical thinking is often exemplified best when the problems are inherently ill-defined and do not have a "right" answer. Open-ended questions also encourage students to think and respond creatively, without fear of giving the "wrong" answer.
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*Allowing sufficient time for students to reflect on the questions asked or problems posed. Critical thinking seldom involves snap judgments; therefore, posing questions and allowing adequate time before soliciting responses helps students understand that they are expected to deliberate and to ponder, and that the immediate response is not always the best response.
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*Teaching for transfer - The skills for critical thinking should "travel well". They generally will do so only if teachers provide opportunities for students to see how a newly acquired skill can apply to other situations and to the student's own experience.
Communicate the Goal of the Lesson
"Low-achieving students learn best when teachers make reference to what is being learned, why it is important, and if appropriate, how it relates to other learning." (Lesson Structure: Research to Practice, Eric Digest #448).
Students with learning disabilities need to be exposed to the same material many more times than their non-disabled peers before mastering the concepts. Teachers need to explain this to students. If students are unaware of these differences, they can often become frustrated and give up too soon. I explain to my students that learning disabled students will often see mastery of a concept come in one big jump, after many failures. Where as non-disabled students will experience small, gradual increments of mastery through out.
Typical learning curve for non-disabled Typical learning curve for learning
student. Disabled student
I discuss the above diagram with my students and explain that with patience and perseverance they will master the concepts presented. I start each lesson with a review of the previous lesson, paying special attention to vocabulary. I will spend the first few minutes of every class reviewing vocabulary and showing visual prompts to help student internalize important concepts. Many learning disabled students have severe language and memory deficits, which makes vocabulary review essential to accurate communication of concepts. Learning disabled students can sometimes be accused of daydreaming, or not trying hard enough when in reality they need much more exposure to the material.
Assessment
The assessment techniques we choose will play a vital role in the success or failure of our students. Limited, inappropriate assessment tools can often result in the segregation and devaluing of groups of children in our classroom.
Assessment should be used as a learning tool, for both teacher and student, which evaluate multiple concepts, and understanding. Assessment should serve as a means to helping teachers to understand what their students know and how to plan future curriculum. Too many existing assessment tools are limited, rather than wholistic. They often focus on what students don't know, instead of giving open-ended problems that give students opportunities to use their strengths to discover new concepts.
Throughout this unit multiple assessment techniques such as writing, group work, discussions, demonstration models, and real life problem solving will be used to assess student mastery of material presented.
CLASSROOM ACTIVITIES
Astronomy Current Events
One day per week will be dedicated to Astronomy current events. This will help build critical thinking skills as well as encourage students to analyze information presented to them by the media. Teacher selected articles can be used or students can be required to find articles in newspapers and periodicals as homework assignments. When students bring in articles they should be photocopied so the class works on the same single article together. The extra articles should be saved for future weeks.
Materials
Current Events Journal
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Photocopies for each student of a current Astronomy article
Procedures
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1. Students take turns reading parts of article aloud. Students can ask for clarification of article's content at this time.
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2. Students are broken into groups with each group having no more than 4 students.
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3. Each student will write a detailed summary of the article and a one-paragraph opinion of the same article in their current events journal.
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4. In each group, students should act as peer tutors helping each other with spelling, writing, or formulating ideas, while the teacher circulates around the room.
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5. All students in group share their summaries and opinion.
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6. Entire class discusses article, and verbally tells teacher what facts are important for an accurate summary.
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7. Teacher writes summary on board, Students can make changes to their own at this time, but it is not mandatory.
Variation
As students become proficient at writing clear, accurate summaries and thoughtful opinion paragraphs, the teacher can give each group a different article. When groups are finished writing their summaries and opinions, their group will give a short presentation to the class about their article.
Solar System Research
The students' first research project will use children's books as resources. Many of my students read at a third grade reading level or lower. Using children's books will allow them to engage in research at a more appropriate reading level, while reinforcing astronomy concepts in simple, less technical terms. As not to embarrass my students with the use of children's books, I will tell my students they are going to make a children's riddle book about our solar system for a nearby elementary school. And that I need them to use some of the same books that would be found in these elementary classrooms. Students will receive a planet research worksheet that will guide their research which should include questions such as: planet diameter, distance from the Sun and Earth, length of day and year, temperature, weather, evidence of volcanoes, composition of planet's atmosphere and interior, existing magnetosphere, and special features.
Materials
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Astronomy related children's books
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Planet research worksheet
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16 large pieces of black construction paper
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One large package of multi colored construction paper
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Glue
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Research folder
Procedures
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1. Students will be broken into 4 groups each group having 4 students.
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2. Each group will pick the names of two planets from a bag, which contains names of the planets in our solar system (excluding Earth).
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3. Each research group must complete their planet worksheet by using resources provided by teacher.
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4. The teacher will give examples of planet riddles and show the class a completed riddle and collage for the planet Earth, which will later become one of the pages for their children's book. The riddle should be on one page of black construction paper and the collage of the planet depicted in space on another piece of black construction paper. The planet should be movable so it can be lifted up for the child to find the answer to the riddle. You can do this by tracing duplicate shapes for your planets, glue only part of the second shape directly on top of your first planet, which will be completely glued to your black construction paper.
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5. Students will present their research and children's riddle pages to their class.
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6. Teacher will bind all pages into a book.
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7. Students will bring the completed book to an elementary class and introduce astronomy concepts to younger students.
Variation
Instead of making a child's riddle book, students can create travel brochures with illustrations and descriptive narratives about each planet. Students should be encouraged to try to really sell the trip to consumers. For example: VENUS, the sun worshipers paradise. Including important items to bring along. What number sun- screen would be brought with you to Venus?
Research the Universe
After researching their own solar system, students must pick another topic they want to learn more about in the field of Astronomy. Students can work alone or in a group. We will spend the first class discussing topics, and procedures for this project. Students must pick 4 possible topics by the end of the first class. After skimming information on their 4 topics they must choose one topic to research. The student should be encouraged to seek out answers to questions of great interest to them. I want my students to value their own questions more than the teacher's. Some students will need extra time and guidance before finding a topic that truly interests them. All students will be required to complete a written report with rough draft and bibliography, as well as create a visual aid to go along with the report. Students are allowed to include guest speakers and or educational videos in their final presentations.
Materials
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Research folders
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Astronomy books and periodicals
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Computer with internet access
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Student selected art supplies
Procedure
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1. Student will choose one topic in Astronomy he or she wishes to research. Students with common interests may work together.
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2. Students need to use multiple resources for their research such as books, periodicals, internet resources, and expert guest speakers in the field of astronomy.
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3. Students must meet with the teacher periodically to discuss progress of project. Students will meet as a class to share ideas, resources, and problems they are encountering while doing this research.
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4. Each student or group of students will present their research to the class.
Student Debate
The teacher and students will discuss controversial issues in Astronomy, such as "Does man belong in space?" and "Should the U.S. invest in the International Space Station?" etc. The teacher and students will check periodicals, write to Astronomy organizations, as well as search the internet for information on controversial issues in Astronomy. The class will vote one topic to debate.
Materials
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Video camera
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Library resources
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Computer with internet access
Procedure
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1. The class will be broken up into two teams.
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2. Each team will research opposing sides of the same topic.
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3. The teacher will monitor progress and help students write a script for a simulated debate.
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4. Students will be given roles to act out in their debate such as scientist, taxpayer, politician, astronaut, NASA employee, etc.
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5. The teacher will be the moderator, while a student films the debate.
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6. The class will view the film version of their debate and discuss strengths and weaknesses of each team.