Planning for the Unexpected

Th Unexpected

    By allowing the freedom of doing their own research and asking their own questions, students will be utilizing their abilities of problem solving, something that has been decreasing over time. Class engagement is the most important for the development of social skills and due to Covid, kids have a harder time understanding how important it is to share ideas and collaborate with others around them. By planning for the unexpected, it helps kids prepare for the real work and again, supports self problem solving. 

Learning the Unexpected

    Start your lesson by creating an expedition where students can “travel” through web tools such as google maps or the google expedition app and explain where their virtual field trip will take place. Go over what is already known of the topic, such as the geography, culture and other facts that the students may know. After learning from your students of what they already know, follow up with asking what your students are unaware of or have questions on. From there, have your students do their own research, answering their own questions, as well as answering others questions by using a shared display of the class's inquiries. Have them go into detail as to what they’re unaware of, asking more elaborate questions and offering solutions as to what is being questioned. This will help unify the class and show support that is given from those among them, along with giving a more direct path to follow while answering their unknowns. Reading scripts associated with the scene or field being studied, students will be able to form their ideas of what their answers can be or also help put students on the right path to find their answers. After finishing their expedition, go over any unanswered questions and allow your students the time to do their research while providing any help that is needed. To find the section being written about, on into the 5.2 lesson plan, pgs. 172-175.