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Deconstruction of the DBCS

Deconstruction of the DBCS. The Art of Hiring a Scientist. Document Debrief. The Art of Hiring a Scientist. Teacher Time Out. Be Metacognitive. Think back to what your mind was doing as you worked on the task, what are some of the possible skills that were employed?.

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Deconstruction of the DBCS

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  1. Deconstruction of the DBCS The Art of Hiring a Scientist

  2. Document Debrief The Art of Hiring a Scientist

  3. Teacher Time Out

  4. Be Metacognitive Think back to what your mind was doing as you worked on the task, what are some of the possible skills that were employed?

  5. Explore the branches of your mind. http://pgcoaching.nl/tac/

  6. Later

  7. Work Cooperatively With Table http://news.softpedia.com/newsImage/Metacognition-Is-Not-Uniquely-Human-2.jpg/

  8. Leave your legal-sized documents on the table . • Then move around the tables in your row in carousel fashion to see the other documents. http://www.virtuartgallery.com/amy-sol/kokiri-carousel

  9. How well did the skills you identified match up with the bucket list? • Were you doing the type of thinking you want your students to engage in?

  10. Another version of this document debrief guide

  11. Embedding Content • As you think about doing research this summer, what might be some reasons we selected the specific documents that we did? What content might be present in the documents that we can discuss right now?

  12. Done

  13. Reinforces the importance of keeping the lab neat and clean to reduce risk of accidents and help make the lab run more efficiently • Be a good partner in the lab and take care of the common areas.

  14. Reinforces the purpose and criteria of a good lab notebook to students • Stresses importance of being able to repeat experiments accurately to students

  15. Introduces posters and the information they are to convey • Provides opportunity to discuss how posters are created and who might be contributing to the poster

  16. Reinforces the importance of timely responses to emails, the importance of good communication this summer, and meeting deadlines in the lab

  17. Great Work! Before you write your letter to Dr. F.: Read Chapters 1, 2, 5, and 6 from At the Bench: A Laboratory Navigator

  18. A well-designed Document Based Case Studies focus on the practice and the development of these critical thinking skills. In today’s knowledge-driven world, in which access to information is no longer a barrier, the ability to scrutinize and filter is paramount. Students need to learn how to evaluate claims and data. Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the internet and other information and communication technologies. In R. B. Ruddell & N. J. Unrau (Eds.), Theoretical models and processes of reading (pp. 1570� 1613). Newark, DE: International Reading Association.

  19. The Learning of Embedded Content… • May happen before, after, or even while the performance task is completed. • May look different for each student, class, or lesson. • Should be more authentic because it is embedded in a case study. • Should NOT be the only goal of DBCS.

  20. We are confident you will be a great asset to the research team.

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