What are they Thinking - Diagnostic Assessment
This transcription was done with 5- 3rd graders during lunch. All five happily agreed to sit with me to help me with my assignment. “T” stands for the questions I asked and “S” stands for all the students’ answers, a number of times the students would agree with one another. Two pictures have been included; only two students were willing to draw a picture the others felt silly drawing in front of their peers.
WATT - Explorers:
T - What is an explorer?
S- Explores something new, invents a new thing, 1st one to see something
T- Can you explain what you mean by being an inventor?
S- If you are the 1st explorer then they invented it.
T- What did they invent?
S- The land or thing they found
T- Why do people explore?
S- Famous, Rich, So we don’t have to ride horses
T- What do you mean, “We don’t have to ride horses”?
S- If you explore new things you find new ways of doing things and find a faster way to get somewhere.
T- What Europeans explored North America?
S- Marco Polo and Columbus
T- What were the reasons for exploring North America?
S- Find the New World, Spices, Gold, Everyone thought the world was flat and Columbus wanted to prove them wrong.
T- Did the explorers find what they were looking for?
S- Yes, Columbus found Gold.
T- What happened because of European exploration of North America?
S- French took over Canada, People moved here, King from Europe ended up owning North America
T- Did European exploration change the lives of Native Americans? Why/Why not?
S- No (was the first response and then changed), Yes: Explorers searched for them, Attacked Native Americans for their gold and spices, there are not very many anymore because Europeans wanted the material from their clothes so they ended up being killed.
T – Can you explain more about the Europeans wanting Native American clothing?
S – Europeans liked the material of the Native American’s clothing, so they would kill them for the material because the Native American’s would not give it.
T - Where does information you have about European Exploration of North America come from?/ How did you learn about it?
S- Teachers in school, 2nd grade, Mom, Older Sister, Family
T- What questions do you have about the exploration of North America by Europeans?
S- Were there other explorers? Why did Europeans take over? Why can’t people trade and not steal from Indians?
Pictures:
Reflection
Right from the beginning I was surprised by the students’ response to the question “What is an explorer?”. As soon as one student said that an explorer invents things, all the other students chimed in with agreement and were happy to remember that explorers were inventors from their 2nd grade lessons. I honestly thought they misunderstood what I had asked or that I was not understanding their response, so I followed up with the question “Can you explain what you mean by being an inventor?”. The students firmly believe that if an explorer finds something like new land, then the explorer invented this new finding for the rest of the world. To go along with this surprising moment, even after I asked all my questions on European Exploration and the discovery of North America, one student, with the guidance of a friend, drew a picture of a Scientist exploring a meteorite after I had asked for them to draw a picture of an explorer. Post my interview, I instantly thought before I create my unit on exploration I need to talk briefly with one of the 1st or 2nd grade teachers to find out why the students think explorers are inventors. I did get a chance to speak with my 3rd grade field placement teacher, who was a 2nd grade teacher for ten years, about this interesting definition. She believed the students were thinking this way because in 2nd grade the students are taught about Scientists discovering and inventing new things and ideas and students are also taught that Explorers discover too. The word discover is used in both units therefore possibly causing the word invent to slip into their memory for explorers.
The students are vaguely familiar with the exploration of North America. Some of the information like reasons for exploring: gold, spices, and becoming rich is very clear to them. On the other hand other information like not needing horses anymore or taking the Native American’s clothing for the material sounds as though it is a detail they remember but with confusion mixed in. The students at first did not think the Native Americans were effected by European Exploration, but after one student recalled some information the rest of the students did so as well. They remember Columbus, most likely because they began learning about him in Kindergarten but no other European Explorers come to mind for them. When writing my unit plan I now know that the students will have some background knowledge of European Exploration however they will also be bringing some information that has been misunderstood. To help with this I will need to input moments in the lessons that clear up their background knowledge, for example, talking about the difference between discovery and invention. I myself will need to do some research on European information such as taking Native American clothing for the material was something I was unaware of. If this information is true I can make it a point to ask the student who mentioned this possible fact during a lesson to help stimulate an environment where teachers learn from students as well.
Also, two of the questions the students asked could easily be answered through the exploration unit – Were there other explorers? and Why did Europeans take over? The third question, I thought was a wonderful question and could lead to many other lessons – Why can’t people trade and not steal from Indians? I really like this question and to include it in my unit I will need to incorporate information on how the explorers worked or did not work with the Native Americans while creating discussions with the students on why they think the explorers stole instead of traded with the Native Americans, to help with this I will have to do research on the topic.
Right from the beginning I was surprised by the students’ response to the question “What is an explorer?”. As soon as one student said that an explorer invents things, all the other students chimed in with agreement and were happy to remember that explorers were inventors from their 2nd grade lessons. I honestly thought they misunderstood what I had asked or that I was not understanding their response, so I followed up with the question “Can you explain what you mean by being an inventor?”. The students firmly believe that if an explorer finds something like new land, then the explorer invented this new finding for the rest of the world. To go along with this surprising moment, even after I asked all my questions on European Exploration and the discovery of North America, one student, with the guidance of a friend, drew a picture of a Scientist exploring a meteorite after I had asked for them to draw a picture of an explorer. Post my interview, I instantly thought before I create my unit on exploration I need to talk briefly with one of the 1st or 2nd grade teachers to find out why the students think explorers are inventors. I did get a chance to speak with my 3rd grade field placement teacher, who was a 2nd grade teacher for ten years, about this interesting definition. She believed the students were thinking this way because in 2nd grade the students are taught about Scientists discovering and inventing new things and ideas and students are also taught that Explorers discover too. The word discover is used in both units therefore possibly causing the word invent to slip into their memory for explorers.
The students are vaguely familiar with the exploration of North America. Some of the information like reasons for exploring: gold, spices, and becoming rich is very clear to them. On the other hand other information like not needing horses anymore or taking the Native American’s clothing for the material sounds as though it is a detail they remember but with confusion mixed in. The students at first did not think the Native Americans were effected by European Exploration, but after one student recalled some information the rest of the students did so as well. They remember Columbus, most likely because they began learning about him in Kindergarten but no other European Explorers come to mind for them. When writing my unit plan I now know that the students will have some background knowledge of European Exploration however they will also be bringing some information that has been misunderstood. To help with this I will need to input moments in the lessons that clear up their background knowledge, for example, talking about the difference between discovery and invention. I myself will need to do some research on European information such as taking Native American clothing for the material was something I was unaware of. If this information is true I can make it a point to ask the student who mentioned this possible fact during a lesson to help stimulate an environment where teachers learn from students as well.
Also, two of the questions the students asked could easily be answered through the exploration unit – Were there other explorers? and Why did Europeans take over? The third question, I thought was a wonderful question and could lead to many other lessons – Why can’t people trade and not steal from Indians? I really like this question and to include it in my unit I will need to incorporate information on how the explorers worked or did not work with the Native Americans while creating discussions with the students on why they think the explorers stole instead of traded with the Native Americans, to help with this I will have to do research on the topic.