Hmmm..

There is a lot to know about the Moon; our NGSS-aligned standards ask us to understand the movement of the moon as well as eclipses.  In reality, both have to do with the movement of the Moon, however, there needs to be a deeper understanding that is in place.  And, students all come with varying understandings of this.

What to do?

Yesterday we read text and I modeled how to look for main ideas, to be insulted by statements that act as if we know nothing ("One half of the Earth is always facing the Sun."), and to pull out key words. 

Today we built on that.  Rather than give a worksheet that is "due," students received a packet with questions directed to developing an understanding of the Moon's motion and were given resources to use.  At the top of the packet was listed the two goals for this learning: to understand the motion of the Moon and to understand eclipses.  The packet included questions, an experiment, and a diagram of the Moon's phases with questions regarding that. Students can now use the packet however they like to build their knowledge and then they can use this packet for a Moon authentic-assessment type thing on Monday.

In class, students could work alone or with me to develop their understanding.   (The best moment came when a student took it upon himself to gather materials to demonstrate the umbra and penumbra of a shadow; this being the ultimate goal- students directing their own learning!).

The class was more relaxed, the students really did take this seriously and worked hard. Some came and asked questions.  How much learning was gleaned? That I don't know yet. 

I also still can't shake the feeling that this has to be "for" something.  Thus me telling them they could use the information for an assessment-type thing on Monday.  I really want the learning to be for the joy of it, but there must be something ingrained in me that ties learning with assessment, and that is either something I have to reconcile or fix.  In addition, students themselves are trained to think of grades and wanted to know how much of the packet they had to do to get a good grade.  They want some sort of credit for doing the work, but my big question is, what does that look like in a classroom that is grading differently?

To be continued.....