Adaptation 1: "What I Think Chart" - a work in progress-

To assess prior knowledge and correct commonly held misconceptions about the topic of infectious diseases, each class brainstormed about causes of disease. Any student's answer or personal experience was written on chart paper on the board, but none was confirmed. Teacher comments included such statements as:

"Is that right?"

"We'll have to check that out."

"I'm not sure about that."

"Is that what you think?"

"I wonder."

 

This sort of non-judgemental commenting encouraged sharing, and risk taking among students who normally refused to share because of the fear of being wrong.

All class charts were displayed in the room for the duration of the unit, with the intent of making corrections as we discovered conflicting information through our research, experimentation and readings.

Many misconceptions were recognized as students observed and compared their charts with those of other classes. This sort of self, and peer evaluation continued throughout the unit, as students recognized a purpose for learning. The students eagerly sought out valid information to either confirm or disprove their opinions and those of others.

Cooperative learning and team work became a reality as non-readers became avid listeners; computer nerd's skills were admired and requested by peers; those with the ability to process information and write neatly were sought after as recorders; artists, good math students, and kids who like to talk were called on by classmates to assist the group.Students with weaker academic skills, eagerly observed and listened to update and modify their notes. They shared the sense of accomplishment and pride as they organized and displayed the works and findings of their group. Leaders and followers took their natural positions, and most importantly, those who refused to take part or disrupted the groups progress in any way were generally reprimanded and corrected by the group.

Students were encouraged to question and challenge ideas appropriately. In order to remove an item from one of the charts, the student had to supply evidence from a reliable source to convince the class.Others were encouraged to argue in support of their opinions also by citing correct information. The scientific debates that followed were often heated and frustrating, much like those of "real scientists," as students realized and became passionate about the power of knowledge and fact.