Responding+to+Students - Communicating Science Handout...

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Communicating Science Handout © 2006 Regents of the University of California Responding to Broad Questions: Teacher should respond in a way that encourages further thought and interaction. This is best accomplished by offering accepting responses. Accepting Responses • Passive Acceptance A response that does not indicate agreement or disagreement with the student’s answer. Examples: "Could be" or “Interesting idea.” Allows the teacher to acknowledge the contribution made by the student. Can be useful to use when a student gives a really convoluted answer, and the teacher wants to encourage continued discussion. • Active Acceptance Restating the student’s answer in a way that shows understanding. Example: "So Sara is saying that the wood floats." Lets the student know that the idea has been received and understood. • Empathic Acceptance Teacher attempts to explain the reasoning behind the student’s answer. Example: “Oh I see why you think that all spoons float, because look
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This note was uploaded on 03/31/2010 for the course CHEM 100/Ph taught by Professor Lynn during the Spring '09 term at University of California, Berkeley.

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Responding+to+Students - Communicating Science Handout...

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