When I have time to plan a lesson in detail, I often put a lot of thought into the “story arc” that I am trying to present.
What am I going to at the outset to suck the audience (aka students) into the plot enough that they are willing to work through some slower “character development?”
I often use imagery, video or mysteries to do this with kids – and it has been highly successful.
Now, I’m considering another story that I want to tell.
I’m not sure where the hook is for this story, though.
My science PLC at my new school.
From my experience thus far this year, my colleagues are so far away from teaching through facilitating inquiry that I’m not even sure they have even considered it. Furthermore, it doesn’t seem to be on the radar of our administrators either. Obviously, they are all familiar with the term inquiry – in the sense that it is part of our state science standards. My feeling, though, is that the general perception among the group is that inquiry means doing labs and writing lab reports.
This is a big, complicated story with many twists and turns.
I have worked my way through a lot of learning, thinking, experimentation, failure, reflection and revision over the past 7+ years. How do I bring my colleagues up to speed without burying them?
I have to remember to eat the elephant one bite at a time… but which bite should I take first?This post cross-posted at Wisdom Begins with Wonder Image used under CC license from the Flickr photostream of schmish