They found that students who went straight to the lecture did not know what to listen for, whereas students who played the game first had better context and greater motivation.
M.I.T. Media Lab developed a programming language, Scratch, that enables kids as young as kindergartners to build games. Microsoft has developed a similar tool called Kodu.
This would work with science because you could use this strategy with having students identify vocabulary words or even better when describing a cycle of some scientific process. Also visual patterns in words can be very important to science because knowing prefixes many words in science class can be understood without even knowing the word before hand.
I like to use prezi for presentations in science. It really allows you to get deeper into the subject material with visuals. I can use it to keep zooming in on a photo and eventually show what an "atom" looks like and the students start to understand how small they truly are!
Level 2. Restate or almost restate the question as a response.
Level 3. Admit ignorance or present information.
Level 4. Voice encouragement to seek response through authority.
Level 5. Encourage brainstorming, or consideration of alternative explanations.
Level 6. Encourage consideration of alternative explanations and a means of evaluating them.
Level 7. Encourage consideration of alternative explanations plus a means of evaluating them, and follow-through on evaluations.
When brainstorming, it is important to remember all ideas are put out on the table. Which ones are “keepers” and which ones are tossed in the trashcan is decided later.
Encourage Questioning.
Divergent questions asked by students should not be discounted. When students realize that they can ask about what they want to know without negative reactions from teachers, their creative behavior tends to generalize to other areas. If time will not allow discussion at that time, the teacher can incorporate the use of a “Parking Lot” board where ideas are “parked” on post-it notes until a later time that day or the following day.
I like this idea of the "parking lot" board. Students do need to feel like asking questions is ok- this doesn't stifle them but lets class continue on track.
Students should be explicitly taught at a young age how to infer or make inferences.
a teacher may use bumper stickers or well-known slogans and have the class brainstorm the inferences that can be drawn from them.
These practices were found to have a more significant impact on student performance than any other variable, including student background and prior achievement.
Technology doesn't have to be expensive. Just ask John Kuglin, a long-time tech guru who shows educators how to tap into myriad free Web resources that can be used in and out of the classroom
Enhanced video production and distribution. Mozilla's Popcorn Maker i