Reflection to Eliciting and Interpreting Individual Students Thinking
Tuesday March 26, 2014: This reflection is based off my first hour Freshman U.S istory !lass. This class consists of a"era#e to lo$ a"era#e learners. Students are learnin# about the !i"il %i#hts Mo"ement. More s&ecifically $e are in the middle of learnin# about non'"iolent and "iolent resistance. ( $anted the students to understand the meanin# behind the !i"il %i#hts Mo"ement and ho$ they $ent about doin#. To elicit and inter&ret students) thin*in# ( created a series of critical thin*in# +uestions. ,y creatin# a series of critical thin*in# +uestions ( $as able to see if the students could understand then meanin# behind the !i"il %i#hts Mo"ement. ( $anted them to thin* hard about $hat #oes into a social chan#e and the effecti"eness of one. ( don)t $ant the students to -ust "ie$ the !i"il %i#hts Mo"ement as .frican .mericans fi#htin# for their freedoms ( $ant the students to dissect the mo"ement throu#hout the unit. /hen loo*in# at Student 01am&les ., ,, and ! you can see that they understandin# the meanin# behind a social mo"ement li*e the !i"il %i#hts. They &ortray &ur&ose in $hat causes, moti"ates, em&o$ers, and chan#es a mo"ement. The ma-ority of the class also dis&layed this *no$led#e ho$e"er a fe$ did not due to the lac* of la2iness. Those fe$ students didn)t ans$er some of the +uestions or -ust had one $ord ans$ers. .lto#ether, ( thin* the ma-ority of the students are inter&retin# the *no$led#e correctly. ( thin* the tas* 3+uestions4 that ( chose $or*ed &ro&erly in allo$in# me to elicit and inter&ret my students thin*in#. ( &lan on doin# more elicitin# and inter&retin# of the students thin*in# in bet$een lessons. (t is a #ood
tool to use to ma*e sure *ids don)t fall behind or build off a misconce&tion of *no$led#e.