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*Feel free to use any materials to make things easier for you. Example: color coding your categories, giving the categories titles, shapes, images, etc.*
Graphic Organizer or Concept Mapping Activity: Flow Diagram
How a Bill becomes a Law
** You may use words and/or images or color coding to depict and describe the steps, and any similarities and/or differences you see.**
**You may need to use arrows in multiple directions if steps repeat or the process goes backwards.**
To insure that the students are actively involved in doing their work, I would be circulating around the room. I would be watching as individuals and/or groups completed their work, consulted with their peers, or had questions. I would listen in on group’s conversations to make sure they understood the main concepts and were correct in their understandings. I may pose a question to a student or group of students to further their understanding of a topic or to check for understanding.
Another tactic I used to help students be more engaged is to allow them to use their creativity in several different ways. Students have the opportunity to organize the information in a way that makes it meaningful for them and they also get to use artistic skills and materials to make the assignment more hands on.
To help student shave the 8-10 meaningful interactions with their new terms, I would use the terms in questions that I may pose to them. If a student has a question for me; I would encourage them to use the terms they were working with to ask me. I would also entice dialog among the students where they have the opportunity to use their new terms in context and conversation.
Students would be able to use their vocabulary sheets and flow charts during classroom activities and discussions. Then as the student begins to acquire the knowledge, the student would need to reference the sheets less and less. This would be a way the student could self assess and identify progress. The student could also quiz themselves on their vocabulary and then check their answers by flipping their cards. The student could also self assess by covering up parts of their flow chart and seeing if they could fill them in, or even recreate the entire chart from memory.
An example of an assessment I could do would be to give an assignment where I require the students to use the terms. For example, I could have the students write a summary, essay, or letter using the new terms without using their vocabulary sheets and flow charts.
I could also engage the students even more by using technology and having the students do a podcast, blog, or website that incorporates their newly acquired knowledge. In the example of the bill becoming a law flow diagram, I could have the students choose one step in the process and have them research for legislation that is currently at that stage and have them present it to the class.
I would count the student’s vocabulary list assignment and their flow chart as a grade. In order to not undermine the student-directed emphasis of the assignment, I would give a grade based on completion of the assignment and the effort the student put into it.
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