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Why is it important to start a lesson by eliciting student ideas?

• To test their memorization skills

• To build on students’ existing knowledge and ideas

• To correct their misconception’s immediately

• To find out who knows the most

Tags

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.2.1

CCSS.RL.3.1

CCSS.RL.1.1

What is one reason why teachers should be cautious with certain elicitation prompts?

• Teachers already know the answers

• They might focus too much on irrelevant details

• Some students may have no prior knowledge on certain topics

• Eliciting ideas may lead to confusion

Tags

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.2.1

CCSS.RL.3.1

CCSS.RI.1.1

What type of question could limit students’ participation in discussions?

• Open-ended questions about familiar experiences

• Questions related to everyday life

• Questions about complex concepts with little to no prior knowledge

• Phenomena-based questions that require observation

Tags

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.2.1

CCSS.RL.3.1

CCSS.RL.1.1

Why might an elicitation prompt about “mutualism” be less effective than showing students a real-life example like clownfish and sea anemones?

• It’s less likely to engage their curiosity

• Students already know too much about mutualism

• It’s a more complex concept to remember

• It requires a lengthy definition

Tags

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.2.1

CCSS.RL.3.1

CCSS.RL.1.1

Which of the following is an example of an elicitation question?

• “What is the definition of a bear?”

• “How many bear species are there?”

• “List the characteristics of a black bear”

• “Where have you seen something made from rock in your everyday life?”

Tags

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.2.1

CCSS.RL.3.1

CCSS.RI.1.1

Which of the following would likely be a successful elicitation prompt for a high school science class?

• “What do you know about thermal conductivity?”

• “Who remembers the definition of kinetic energy?”

• “Why does food coloring spread faster in hot water than cold?”

• “What is the exact process for DNA replication?”

Tags

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.2.1

CCSS.RL.3.1

CCSS.RI.1.4

What type of reasoning are students using when they generate ideas to explain a puzzling phenomenon?

• Repetition

• Fact recall

• Memorization

• Inference and explanation

Tags

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.2.1

CCSS.RL.3.1

CCSS.RI.1.1

What advantages does presenting a puzzling phenomenon have for students?

• It simplifies the topic so they don't need to learn the full content

• It requires memorizing scientific terms

• They can make connections based on their existing knowledge and experiences

• It confirms that their prior knowledge is correct

Tags

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.2.1

CCSS.RL.3.1

CCSS.RI.1.1

How does presenting a puzzling phenomenon, like the popcorn bag example from the chapter, engage students?

• It encourages students to explain the science using prior knowledge and reasoning

• It’s just entertaining, not for learning

• It can only work with students who already know the concept

• It tests students on previously memorized facts

Tags

NGSS.MS-LS2-4

Create your own example of an elicitation question

Tags

NGSS.MS-ETS1-1