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The prediction page and observations/questions through the investigation stage

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Model was evidence of the most assertive/knowledgable members of each table... maybe?  Some discussion and questions posed- easier for the teacher to assess the students deeper understanding of conductivity

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Students were asked to predict and revise, teacher circulated during student exploration phase... teachers could tell who was engaged and made efforts to engage the students throughout the lesson- easy to make a quick check using the prediction pages

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Having the model done for me made it easier for me to understand what was happening which helped me to enjoy the activity more.

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Thinking was revealed visually through the motion in the model. Then also through the predictions they made about what would happen to the light bulb.

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Revealed? Not really. No explanations documented. No way to know what they understood.

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Student thinking about electricity ahead of time was revealed but it didn't reveal any changes.

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Revealed in documentation of models and testing.

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We were asked to make predictions and vote multiple times

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Students were more at ease with the concept because of the demonstration provided by the teachers.

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They shared the models the created and explained the thinking behind them

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Their was no help so I struggled with understanding and felt a little lost.

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Drawing models and clarifying understanding was very difficult and confusing, but it did reveal misconception better.

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Students were struggling with the concept.

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they had to act out where they moved and then test predictions and see if they were right

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I did not noticed any " student thinking" in the lesson.

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Maybe through working with partners on the lab...but there was not a real direction for the lab. The wrap up questions relied on prior knowledge.

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Students were able to vote prior to and after a demonstration with peers. Students were able to test materials.

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We were asked to create a model, test a model and then discussed the model with each other

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Students' thinking revealed from the very start.  Students had to explain their models, explain what they did during the activity, and how did their thinking connect with each other.

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Students made predictions, teachers asked students questions as they explored.

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people had to explicitly draw out what was in their brains

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Through discussion, group work, drawing/diagraming, and whole group discussion

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There wasn't much, except in the predictions. But the predictions we made were more based on observations we've made in the past, and less on our understanding of charges and atoms.

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Students made a model during the skit. Once they understood what to do, they were able to demonstrate their knowledge

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Room A I don't think I can answer this. I don't think it was explicit enough for me to notice.

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Room A I don't think I can answer this. I don't think it was explicit enough for me to notice.

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Students' thinking revealed when they were working in groups during activity, not much after that.

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There were many opportunities to discuss and share thinking, both with making the model and sharing with a person from another group.

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More student sense-making was revealed in this room, but that sense-making was quite confusing, and included many more questions than answers. Also many of the ideas revealed were inaccurate, and the end goal of what students should eventually understand was unclear.

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- Students had to act out their thinking about movement of electrical charge
- Students explored freely with conductivity tester and materials while being asked probing questions about their methodology and sensemaking
- Use of exit ticket (open ended questions were more revealing)

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I do not think that many of the students could be truly responsive to the task.

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The very first thing that students did was create a model of what electricity is (as a group). Teachers asked students questions along the way as well. Also, students chose what to test, which could be slightly revealing.

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Through group discussion. We had options to use several forms of communicating (verbal/oral, diagram, kinesthetic). This group was welcoming of questions and willing to admit to limitations on our knowledge, which made it a safe place to ask questions and admit what you don't know.

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students were asked to move during the play (to show what they thought was going on) and then to discuss, predict and test at their tables

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- Use of drawn models
- Oral explanation of models

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Student thinking was visible with our predictions (although limited to the predictions) or available to eavesdrop during group discussions.

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Drawn model and discussion. Exit slip

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Felt like the task was based on everyone having the same prior knowledge, and, like our students, not everyone does.
What WAS helpful at the end was being able to share with other groups, i.e. At the elementary level, maybe you start with magnets, then move into circuits, and then the chemistry.

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Exit ticket and maybe the table discussions during the activity

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students were asked to perform a number of discussions in pairs and small groups, including an exchange of ideas with other tables

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Student thinking was the basis of the lesson--our models, our comments, our direction in the lab.

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The role was more of a student taking an assessment (even though there was a hands-on activity beforehand.

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Exit ticket, MCAS type question, movement during model (although they could be guessing)

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Students were scaffolded in their knowledge building.

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Models on charts, notes (if taken), through student discussions.

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Students were expected to have knowledge about the content & models prior to class