Imagine the looks on the faces of students in Foods and Nutrition 9/10 when they walked into the classroom on Monday morning to this:
Pig (or cow? there was some discussion) aside, most students were shocked and some even started manically flipping through their binders and studying, forecasting a dubious end to the day. As classmates entered the room, there was frantic pointing to the taunting animal on the board and more wide eyes as people scrambled to alert their counterparts. Then, I handed out these:
Students each received a puzzle piece and were asked to organize themselves into new groups. They were asked to choose a partner in their new groups, introduce themselves, and tell them something about themselves. Then the big announcement: This test was to be done in partners.
“WHAT?” “OH YAY” “YES!” “WHAT ARE YOU TALKING ABOUT?”
The test was handed out. Expected: 6 sides of recitation, right? And then:
“WAIT. WE NEVER DID SOME OF THIS!” “YOU NEVER TAUGHT US THIS” “WHAT DOES ALL THIS MEAN?”
Once some of the exclamations about the lack of recitation subsided, students started to talk to each other. But this wasn’t the usual trying to “remember” what the facts were and recite them on paper. This was the “well, in order to ________, we’ve got to remember to ___________ so it only makes sense if ___________” type of conversation. I was fascinated by the gradual shift, particularly in language and reasoning.
This is why:
Source: http://www.rasmussen.edu/images/blogs/1318260103-test-taking.jpg TO THIS: