Leading Students to Draw Conclusions Using digital content to facilitate instructional changes

How many times have you taught a concept only to have to re-teach it the next day because your students don’t remember what you taught the day before? We know that engaged students learn more than passive students, so we need to be masters at constructing learning experiences in ways that lead students to discover a concept by drawing their own conclusions rather than directly teaching them the concept. Here are a few easy ways a directly taught concept can be modified with digital con- tent to encourage students to draw their own conclusions.

Directly Taught Concept: Te more times an experiment is conducted, the closer the re- sults will be to the theoretical probabilities.

Student Discovery of that Concept: Students conduct a probability experiment 10 times and 100 times and then compare the results to draw a conclusion.

Directly Taught Concept: All parallelograms are quadrilaterals, but not all quadrilaterals are parallelograms.

Student Discovery of that Concept: Students sort 2-D shapes into categories and then compare shapes in those categories to draw a conclusion.

Directly Taught Concept: Te commutative property of multiplication tells us that factors can be multiplied in any order and the prod- uct remains the same.

Student Discovery of that Concept: Students create multiplication arrays for multiplication pairs (ie: 4 x 3 and 3 x 4) and draw a con- clusion about the relationship between the factors and the product.

Directly Taught Concept: We need to use a standard measuring tool for accuracy when communicating measurements to others.

Student Discovery of that Concept: Students use footsteps of different sizes to measure around a garden. Students use fish of different lengths to measure the length of a blue whale. In both activities, students discover that using non-standard measuring tools results in different measurements. Tis information is used to draw a conclusion about the need for a standard unit of measurement.

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How many times have you taught a concept only to have to re-teach it the next day because your students don’t remember what you taught the day before? We know that engaged students learn more than passive students, so we need to be masters at constructing learning experiences in ways that lead students to discover a concept by drawing their own conclusions rather than directly teaching them the concept. Here are a few easy ways a directly taught concept can be modified with digital con- tent to encourage students to draw their own conclusions.

Directly Taught Concept: Te more times an experiment is conducted, the closer the re- sults will be to the theoretical probabilities.

Student Discovery of that Concept: Students conduct a probability experiment 10 times and 100 times and then compare the results to draw a conclusion.

Directly Taught Concept: All parallelograms are quadrilaterals, but not all quadrilaterals are parallelograms.

Student Discovery of that Concept: Students sort 2-D shapes into categories and then compare shapes in those categories to draw a conclusion.

Directly Taught Concept: Te commutative property of multiplication tells us that factors can be multiplied in any order and the prod- uct remains the same.

Student Discovery of that Concept: Students create multiplication arrays for multiplication pairs (ie: 4 x 3 and 3 x 4) and draw a con- clusion about the relationship between the factors and the product.

Directly Taught Concept: We need to use a standard measuring tool for accuracy when communicating measurements to others.

Student Discovery of that Concept: Students use footsteps of different sizes to measure around a garden. Students use fish of different lengths to measure the length of a blue whale. In both activities, students discover that using non-standard measuring tools results in different measurements. Tis information is used to draw a conclusion about the need for a standard unit of measurement.

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