1. Read through the statements in the column and the column. They will try to decide what “yes” “no” the might be by applying the ideas in the column to the concept and by attempting to “answer “yes” figure out why the statements in the column do not meet the criteria for the concept. “no” 2. Students will read the to decide whether they fit in the or column. “testers” “yes” “no” 3. Students will decide which concept is being identified. Once they have decided, the Pair, “Think, Share” strategy (as outlined in Appendix C) should be used so that students have an opportunity to discuss their ideas with a partner. (Adapted from Beyond Monet - The Artful Science of Instructional Integration by Barrie Bennett and Carol Rolheiser, 2001) 162 Unit 2 - Appendices APPENDIX C Pair, Share 1. After asking students a question, ask them to think to themselves for a few seconds about the answer.
1. Read through the statements in the “yes” column and the “no” column. They will try to decide what the “answer might be by applying the ideas in the “yes” column to the concept and by attempting to figure out why the statements in the “no” column do not meet the criteria for the concept. 2. Students will read the “testers” to decide whether they fit in the “yes” or “no” column. 3. Students will decide which concept is being identified. Once they have decided, the “Think, Pair, Share” strategy (as outlined in Appendix C) should be used so that students have an opportunity to discuss their ideas with a partner. (Adapted from Beyond Monet - The Artful Science of Instructional Integration by Barrie Bennett and Carol Rolheiser, 2001) 162 Unit 2 - Appendices APPENDIX C Pair, Share 1. After asking students a question, ask them to think to themselves for a few seconds about the answer.
the_fourth_r_-_unit_2.docx