I observed the biology teacher using the concept mastery routine to review biomolecules for SOL testing. He shared the diagram with me prior to his using the routine.
https://drive.google.com/file/d/1CAZpfuoP5ob_yzYbEqB3YXyyrt_rDMb2/view?usp=sharing
He is a very dynamic teacher, so the students were actively engaged throughout the routine. It is obvious he uses other types of graphic organizers in his class, because the students were very comfortable filling in the concept diagram as they co-constructed it. After he had cued the students, he had the students brainstorm what they could recall about carbohydrates (the targeted concept). He prompted them to come up with characteristics as well as examples and non-examples. Following this they categorized the characteristics, examples and non-examples. They then developed a definition based on the always present characteristics. To extend understanding, he used additional examples/non-examples in the middle of the diagram and had the students determine where they belonged based on the characteristics. The only challenge encountered was the wait time for a few students to fill out their diagrams, but he was able to fill this time with engaging instruction about what the students were reviewing.
https://drive.google.com/file/d/1PvFiYD8bRY_AvI701g5UxfLKRj4fiOHr/view?usp=sharing
https://drive.google.com/file/d/1CAZpfuoP5ob_yzYbEqB3YXyyrt_rDMb2/view?usp=sharing
He is a very dynamic teacher, so the students were actively engaged throughout the routine. It is obvious he uses other types of graphic organizers in his class, because the students were very comfortable filling in the concept diagram as they co-constructed it. After he had cued the students, he had the students brainstorm what they could recall about carbohydrates (the targeted concept). He prompted them to come up with characteristics as well as examples and non-examples. Following this they categorized the characteristics, examples and non-examples. They then developed a definition based on the always present characteristics. To extend understanding, he used additional examples/non-examples in the middle of the diagram and had the students determine where they belonged based on the characteristics. The only challenge encountered was the wait time for a few students to fill out their diagrams, but he was able to fill this time with engaging instruction about what the students were reviewing.
https://drive.google.com/file/d/1PvFiYD8bRY_AvI701g5UxfLKRj4fiOHr/view?usp=sharing