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The teachers were entertaining and engaging, held our interest and kept us moving, lots of visuals and interaction.  Provided a model for students to understand how conductivity works

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As a learner I was having a more challenging time thinking of and building a model to demonstrate how electricity is conducted. Ideas for models at my group was confusing for me. I had to think about this from my grade level perspective then I was able to visualize and understand how how electricity is conducted a little better.

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Presenters. Not much interaction with learners.

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Felt scripted and intentional. Somewhat mechanic, but also left with concrete connections.

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Teachers were very active.

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The teachers were entertaining, lead the students through a demonstration with an interactive portion, and then had them test the model that they had presented to the students.

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teachers were engaging us and then they left us alone

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Teachers were limited with movement.

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Less teacher voice, asked a lot of open-ended questions. Often referred back to the students and had students refer to each other.

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The teachers were demonstrating and telling us about a subject but did not actually tell us the point of the lab and what we were trying to do. There was also no wrap up.

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Provided less instruction. Mostly asked clarifying questions. Set up the students to draw their own conclusions. Inconclusive.

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Teachers demonstrated, students were listening.  Students did get involved in a small portion. Finally, students were able to explore materials.

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The teachers directed the students with little guidance to try to get them to formulate their own model and testing of their model.

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The teachers timed each part of the lesson

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Letting them talk, repeating what they hear, interrupting and cutting us off even though we were still trying to figure stuff out

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More student talk with each other.  Teachers circulated and posed questions to push student conversation.  No demonstrations by teachers.  Students allowed to seek information or tools outside of what was provided.

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The teachers were facilitators and guided us through the process of understanding and developing understanding.

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Instructors were more active in room B. They used the kinetic motion of participants to help build the model. They also used demonstrations and predictions to help participants revise the model.

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Not many moves.
room B multiple moves
Learners were actively engaged in room B

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Room A:  Teachers asked more open ended questions and did not provide answers.  Asked us to make sense of what we were observing, "pool our knowledge" and share and discuss our models and revise our models.  Did not feel the need to "wrap it up" and allowed ideas to be incompletely formed (good things in my opinion!).... deep understanding takes time

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Room A:  Teachers asked more open ended questions and did not provide answers.  Asked us to make sense of what we were observing, "pool our knowledge" and share and discuss our models and revise our models.  Did not feel the need to "wrap it up" and allowed ideas to be incompletely formed (good things in my opinion!).... deep understanding takes time

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More teacher voice, direct instruction by teachers at the start.

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I enjoyed the play, however, I still needed more reading to gather a deeper understanding.

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Engaging Activity
Kinesthetic

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Teachers provided directions and gathered student ideas without much guidance.

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Teacher-focused, followed by student investigations

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Teachers asked leading questions, clarified tasks, but avoided answering questions, encouraged students to go find their own answers or to make connections.

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Teachers presented material first of what was expected, then students were to create a model. Teachers did not answer questions rather proposed questions to further thinking.

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Teachers were directing the experience and prescribing the steps we should be taking

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Teachers were facilitators

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Teachers primarily asked questions of learners

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More student-centered

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These teachers provided the models through an engaging skit that could be helpful in allowing students to make sense of results of a prescribed experiment. They focused predicting and checking prediction, but did not ask students why they made the predictions they made.

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Teachers were actors

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- Started with an engagement activity (play)
- Use of modeling (by teacher) and by students (students part of play)
- Time for exploration
- Teacher circulated and asked probing questions to get us to articulate/revise our thinking

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some interaction w/learners
some teachers had sidebar conversations

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Effort to entertain, teachers put on  a show (to engage?), models and demonstrations were premade, materials in the hands of teachers most of the time, teacher talking most of the time.

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These teachers basically defaulted to responding "That's interesting, is there a way you could test that?"

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They relied on students to generate the model. They asked groups to build on each others models

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The teachers created & used an interactive model.

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Teachers engaged thru demo and interactive play, then sent students to work on task

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The teachers presented info first (in an engaging way) and then students explored. It was clear what the teachers wanted the students to learn from the lesson.

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We were assigned a certain task that either worked or didn't. We were not given feedback.

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Teachers led students, directly delivering content.

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Teachers assigned a task (create model) followed by another task (test/predict), but provided minimal instruction on content

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Teacher responded to learners' ideas and tried to coach them forward in knowledge, but offered no information that wasn't developed by students.

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Teachers acknowledged student's ideas, but did not ever provide content or corrections.

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We were allowed time to discuss in small groups and then share out.

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- Students given very little background information before asked to make a model
- Students not given adequate time to plan, discuss, revise models
- Little direction with how to use materials