Hopefully I have gotten you excited about learning this new approach and given you some time to explore it for yourself.
Now I have some explaining to do, except I don’t.
Now they have a working knowledge of the topic.
Explaining is about connecting the working knowledge they have gained through exploring and observing with vocabulary and scientific theory.
Your role is to help with vocabulary and misconceptions they may have about what they have already observed.
That is all we are doing. We are helping the name what they have seen during their explorations.
Note Making and Note Taking
You will probably need to do some note taking, which can be lapbooks, notebooking, or traditional notes (although I HEART these doodle notes). Make sure that you are breaking up the monotony of writing.
There are lots of graphic organizers, 3-D graphic organizers, and other ways to help your kids become experts at note making and note taking. If you aren’t sure about the note making and note taking options, grab this cheat sheet. I think using a combination is one way to both break up the monotony and reinforce the material.
Chris Kesler from Kesler Science suggests that you cut out a single piece and paste it into the notebook. Then discuss. Have the kids prep the next pieces and then write and add it to the notebook. Remember that the human attention span just isn’t very long.
How many of you have started the lesson with vocabulary?
I know that I’ve done it MANY times and it’s definitely how I was taught. It just isn’t as effective.