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By J. Nelson Fraser, James F. Edwards
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Extra resources for The Life And Teaching Of Tukaram
Have I explained all terms adequately? ASSOCIATED WORDS What words and phrases do I currently know about the topic? , and Verechaka, G. 1993. Plotting a course with vee maps. ): 24–27. 32 National Science Teachers Association CHAPTER T E AC H I N G initially helps students understand how parts of the vee diagram interact with one another, and, over time, students come to better understand these interactions for themselves. KWL charts represent a strategy teachers use to help students better understand what they are learning.
Wait-time ultimately represents an effective yet extremely simple way to improve one’s teaching. With most inno- National Science Teachers Association CHAPTER T E AC H I N G vations, teachers are called upon to do more; wait-time asks teachers to do less! Along these lines, teachers should keep two points in mind. First, you may initially be a bit uncomfortable with the silence; if you force yourself to simply wait a few seconds, however, someone will probably respond. Second, students are not accustomed to classes being taught by teachers who wait after asking questions.
In one case the ice cube floats, but in the other case the ice cube sinks. Or, perhaps the teacher takes a glass, fills it with water, places a 3" x 5" card over the glass, and inverts the card/ glass combination. Contrary to students’ expectations, the card stays attached to the glass. Finally, you might be surprised to learn that an orange will float, but an orange without its peel—which, of course, is lighter than its unpeeled 27 CHAPTER 4 T E AC H I N G counterpart—will sink. These are all discrepant events.