To the average student, science class feels like a series of disjointed learning activities. They don’t really know why they are learning what they are learning, nor how what they’re learning connects to the real world.
There are two things teachers can do to address this lack of coherence:
- Plan each instructional unit around a specific science phenomenon (read more about how to plan science units around intriguing phenomena here).
- Use a summary chart to help students keep track of what they learn from their lesson activities and then use their learning to help them explain how and why that phenomenon occurs.
In this blog, I focus on summary charts as a high-leverage tool in science classrooms.
What is a summary chart?