Read: Chapter 3 “Designing Learning Tasks for Your Science Curriculum”
Reflect: Post your response to this two-part prompt below by Monday morning.
Table 3.6 shows different levels of support with a generic scaffold.
Interact: Don’t forget to respond to another participant’s post by next Thursday.
Table 3.6 shows different levels of support with a generic scaffold.
Part 1: What level of support do you think your students will need in constructing explanations? How would you communicate this level of support to students?
Part 2: Ideally, how would you fade the framework scaffolding in your classroom? What challenges do you foresee in this process?
Interact: Don’t forget to respond to another participant’s post by next Thursday.
