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What we observed in this classroom: the teacher provided an introductory lesson and demonstration using manipulatives.
She then directed the students to get into groups. Each group had a worksheet with illustrations of various "structures" using geometric shapes. Each student group also had a basket full of large, brightly colored manipulatives in various geometric shapes. The assignment - students were to re-create each of the structures illustrated on the worksheet in order to determine which were stable and which were not. The students were totally engaged, obviously enjoying their experiment. As they went through the process they circled the structures on the worksheet which they had found to be stable. Then each group took their worksheet to the front of the room and taped it to the board. |
Not every group had identical results. The teacher then led them through a discovery process, using the manipulatives again, to determine why and how some of the structures were not actually stable.
This was definitely a student-centered classroom.
Some of the recommendations for projects and connections suggested for the other class could be applied here as well.
This was definitely a student-centered classroom.
Some of the recommendations for projects and connections suggested for the other class could be applied here as well.