With this strategy, students are allowed to use movement and interaction to create a concrete mental image of a complex concept.I chose this strategy because many times in science there are concepts that I cannot completely demonstrate to students, and thus it is hard for them to grasp. For example, it is hard for some to imagine how the particles of a solid, liquid, and gas are arranged. However, if they are allowed to enact it, it is easier for them to remember and understand the concepts of states of matter.
Courses in which it could be implemented:
This strategy works the best in science where concepts are increasingly difficult and some are less concrete than in other subject areas.
Diverse learners:
This strategy is good for kinesthetic learners because they are using their bodies to demonstrate concepts. It can also be good for students who are very social and can use social interaction to increase understanding of a concept.
Procedure:
1. Teacher decides upon a concept and imagines ways it may be represented through movement and interaction.
2. At first, teacher decides way in which concept will be acted out through a mental model.Here is an example from page 142 of Jeffrey Wilhelm’s book. View Example Lesson from Wilhelm's book
Potential Issues:
Problem:
Possible Solutions:
Students may be reluctant to participate.
·They can observe and react to the students who are participating.
Students may still have misconceptions after the lesson.
·Teacher may repeat the mental modeling activity after students are presented with more information. They can then change the mental model and discuss why they changed.
References
Wilhelm, J. (2002). Action strategies for deepening comprehension. New York: Scholastic Professional Books.
Rationale:
With this strategy, students are allowed to use movement and interaction to create a concrete mental image of a complex concept. I chose this strategy because many times in science there are concepts that I cannot completely demonstrate to students, and thus it is hard for them to grasp. For example, it is hard for some to imagine how the particles of a solid, liquid, and gas are arranged. However, if they are allowed to enact it, it is easier for them to remember and understand the concepts of states of matter.Courses in which it could be implemented:
This strategy works the best in science where concepts are increasingly difficult and some are less concrete than in other subject areas.Diverse learners:
This strategy is good for kinesthetic learners because they are using their bodies to demonstrate concepts. It can also be good for students who are very social and can use social interaction to increase understanding of a concept.Procedure:
1. Teacher decides upon a concept and imagines ways it may be represented through movement and interaction.2. At first, teacher decides way in which concept will be acted out through a mental model. Here is an example from page 142 of Jeffrey Wilhelm’s book.
View Example Lesson from Wilhelm's book
Potential Issues:
References
Wilhelm, J. (2002). Action strategies for deepening comprehension. New York: Scholastic Professional Books.