Students’ ability to express their thinking and learning is an indication that they have consolidated their knowledge.
Often in the classroom, once content has been presented, educators assume that the concepts have landed. Indeed, students may even have followed the information, but when asked to explain the concepts in depth, they are at a loss.
Even when interesting hands-on experiences are provided to explore ideas such as experimenting with magnets and a variety of materials, students may see the effects, but not automatically acquire the vocabulary to articulate what they observe.
Join Ortal Green and me for Episode 5 of our Podcast THE THINKING EFFECT which explores how we can support students to articulate their learning.
In this podcast, Ortal and I discuss the difference between receptive and expressive language and ways to ensure students acquire the vocabulary and concepts to articulate their ideas.
New vocabulary counts, but more importantly, students can be guided to explore the relationships between the ideas. Richer discussion and more meaningful learning occur when students communicate their knowledge through conversation, writing and a multitude of other ways.
Write to us about your experiences supporting your students’ expression at thethinkingeffectpodcast@gmail.com.