Science, Education, and Science Education

Neurology Students in Berlin, a long, long time ago.

My introduction to assigning student roles in group work came in 1994 at a Project Discovery summer workshop. I didn’t question the value of this practice. More experienced teachers and university professors shared their expert guidelines.  As teacher participants in the workshop, we used these canned roles as we worked our way through canned labs intended to inspire student discovery. They appeared, we decided, to be a pretty effective method for managing students in lab settings and for facilitating student communication about their work. The checkpoints added strategically to canned procedures helped me check for understanding while students were working.

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