A Student Catches Up

Teacher Evan’s students are significantly behind in science concepts according to the most recent data. During the timetabled period that science should be taught, his students’ behaviour escalates because it is right before lunchtime. Instruction coach Clara decides to observe his classroom during science and find the issue. They set up a coaching session to discuss the results of her observation. Clara confirms that it is not the time of the day but the delivery of the explicit science instruction. The students are not engaged. She suggests including paired learning to increase student engagement and academic talk with complete sentences. 

Evan begins implementing paired learning the next day. During the science timetabled period, he begins the lesson with a question that activates learning, “How does Newton’s law apply to a rollercoaster?” He asks students to turn towards their partner and talk about it. He calls on three different people to answer the question. The students were also volunteering other examples of Newton’s law. His engagement had increased during just one science timetabled period.