https://padlet.com/ebradley21/6vx8ioot6m8h en-us 2019-07-08 02:25:57 UTC 2019-07-08 04:31:46 UTC hello@padlet.com ebradley21 https://padlet.com/ebradley21/6vx8ioot6m8h/wish/370465475 In a case study, students are presented with a real world context for a particular lesson which must be analyzed using established material. Students participating in this method may take on a particular role within the story and solve a problem based on provided context. This method can be used for both solitary and group assignments (University of Tasmania, 2018).

Case studies allow the teacher to apply immediate real context for a particular lesson, which is a useful way to engage students in a lesson and demonstrate different ways the information can be useful in a real life context. High school students are likely to lose interest in a topic they feel has no use, which means providing this type of context can be an effective way to encourage learning (The Science Teacher, 2019). Case studies can also be easily applied to lab assignments in a science class, such as presenting a blood typing lab as evidence to solve a crime.
                 References
The Science Teacher. (2019). Using context in science lessons. Retrieved from https://thescienceteacher.co.uk/science-in-context/

University of Tasmania. (2018, October 01). Examples of learning activities. Retrieved from https://www.teaching-learning.utas.edu.au/learning-activities-and-delivery-modes/planning-learning-activities/examples-of-learning-activities]]> 2019-07-08 02:27:22 UTC https://padlet.com/ebradley21/6vx8ioot6m8h/wish/370465475 ebradley21 https://padlet.com/ebradley21/6vx8ioot6m8h/wish/370465484 The strategy of Comparison and Contrast involves students examining the similarities and differences of different parts of a topic to determine relationships. This can be expressed through a variety of products, such a Venn diagrams and charts (Granite School District, 2014). 

While this method is usually less effective for very complex material, comparing and contrasting science topics can be an important part of understanding relationships (Granite School District, 2014). For example, comparing and contrasting mitochondria and chloroplasts can give students a clearer idea of the purpose of these organelles. A clear understanding of more simple concepts is often necessary for understanding more complex relationships, especially in upper level courses. 
                  References
Granite School District. (2014). Examining similarities and differences. Retrieved from https://graniteschools.instructure.com/courses/1118234/pages/examining-similarities-and-differences]]> 2019-07-08 02:27:34 UTC https://padlet.com/ebradley21/6vx8ioot6m8h/wish/370465484 ebradley21 https://padlet.com/ebradley21/6vx8ioot6m8h/wish/370465502 Think-Pair-Share is an example of a quick grouping strategy which typically occurs before the main portion of the lesson. During this method, students are given a topic to think about alone, then paired with a partner to discuss the concept further. After the pair of students have completed their discussion, the teacher may then open the discussion to the entire class (Reading Rockets, 2017).

Due to occurring before the lesson starts, this method can be a useful way to for teachers to determine prior knowledge of a particular topic, as well as letting students have basic misconceptions corrected through peer discussion. This also has the added benefit of engaging students to the lesson before the main portion of the lesson officially starts (Reading Rockets, 2017). This method can be effective in high school level science contexts, as many subjects in these classes build on prior knowledge. By determining the overall levels of prior knowledge in a particular class, the teacher can determine which parts of the lesson require more attention.
                    References
Reading Rockets. (2017, October 30). Think-Pair-Share: Classroom strategy. Retrieved from https://www.readingrockets.org/strategies/think-pair-share]]> 2019-07-08 02:27:40 UTC https://padlet.com/ebradley21/6vx8ioot6m8h/wish/370465502 ebradley21 https://padlet.com/ebradley21/6vx8ioot6m8h/wish/370465517 Scaffolding is an instructional strategy in which the teacher presents a unit in scaling pieces, starting with the simplest concepts and increasing in complexity until the unit is complete. For example, a teacher may begin a lesson by going over important vocabulary until their students demonstrate understanding before moving on to the application of the vocabulary during the lesson (Alber, 2014).

Scaffolding is a necessary part of science education due to the relative complexity of many topics and the likelihood of exposing students to unfamiliar terminology. If a teacher immediately starting explaining the relationships in a food web during an ecology lesson without ensuring all students knew the meanings of the terms being used, then there would be an increased chance of students being lost due to a lack of understanding of the vocabulary being used (Alber, 2014).
                  References
Alber, R. (2014, January 24). 6 scaffolding strategies to use with your students. Retrieved from https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber]]> 2019-07-08 02:27:47 UTC https://padlet.com/ebradley21/6vx8ioot6m8h/wish/370465517 ebradley21 https://padlet.com/ebradley21/6vx8ioot6m8h/wish/370465536 The Jigsaw method is an instructional strategy which involves students learning part of a given lesson, then joining the parts together to create the whole picture. This strategy starts by sorting students into "home groups." Each student in the home group is given a different part of the lesson to research, and are then split into "expert groups" based on the assigned part. After the expert groups have obtained a satisfactory understanding of the material, the students return to their original home groups to put their research together and form the complete lesson (Reading Rockets, 2017). 

This method would be useful in high school level life science, as the development of student-led research skills, as well as the ability to work cooperatively, is necessary to function effectively in upper level science education. For example, the Jigsaw method could potentially be applied in a lab setting in cases where lab stations are too lengthy for each student to complete individually within a reasonable time frame. Through the Jigsaw method, the expert groups could complete their assigned lab station, then present their results to their group. 
                References
Reading Rockets. (2017, October 30). Jigsaw: Classroom strategy. Retrieved from https://www.readingrockets.org/strategies/jigsaw]]> 2019-07-08 02:27:54 UTC https://padlet.com/ebradley21/6vx8ioot6m8h/wish/370465536