9 Ideas for Extending Student Thinking in Science

Toni Enloe
Aug 09, 2010

How do authentic experiences challenge students to extend their thinking?

While pencil and paper tests are a great way to assess student knowledge of a topic or concept, Extending Thinking activities challenge students to apply that knowledge giving teachers a clearer picture of the student's level of understanding. Good Extending Thinking activities should be designed to reflect the Do's in the K-U-D Organizer using the knowledge of the topic or concept and should push students to stand on their "mental tiptoes." These authentic experiences are natural motivators for many students and when adapted may be used at any grade level.

1. Editorials - This is a great way for students to examine a point of view. Example: Write an editorial to express Copernicus' views on the Geocentric Theory. Extending Thinking Strategy: Analyzing Perspectives

2. Comic Strips - For students who are more artistically gifted, cartoons or comic strips give them an outlet for their creativity. Example: Design a cartoon or comic strip that makes a statement about genetic engineering. Extending Thinking Strategy: Analyzing Perspectives, Constructing Support

3. Job Recommendation - This activity requires students to look at all of the key information on a topic and construct support based on the positive aspects. Example: Write a job description for periodic table. Extending Thinking Strategy: Constructing Support

4. Classified Ad - Through this activity, students must be concise and synthesize information. For fun, give them a budget (use local newspaper rates for classified ads) and have students construct their ad based on that budget. Example: Create a classified advertisement for Newton's third law. What is it? What can it do? Why would someone need it? Extending Thinking Strategy: Constructing Support

5. Diary entry - Students sequence the events in an experience to create a diary or journal entry about that experience. Example: Based on what you have learned about the intricacies of the water cycle, record in a diary or journal your experiences as water droplet. Where did you go? What were some of your experiences? How did it change you? Extending Thinking Strategy: Analyzing Perspectives

6. Learning Center - Students are required to synthesize the information and identify the key points. They should design at least one activity that can be used to demonstrate understanding of the topic. Example: Design a learning center to explain the three states of matter to a group of 1st grade students. What are they? What processes are involved? How can we demonstrate them? Extending Thinking Strategy: Comparing and Contrasting

7. Interview Questions - When developing interview questions, students will need to consider, the contributions of the individual and trials and tribulations of their work. Example: Develop a set of interview questions for Galileo. Make sure that you also discuss how he might answer the questions. Extending Thinking Strategy: Analyzing Perspectives, Constructing Support

8. Surveys and Analysis - This activity requires students to not only create a survey but to also analyze the results and generate a report based on those results. Students should also look at errors in thinking as they do their analysis. Example: Based on your knowledge about alternative energy sources, design and conduct a survey to sample the knowledge and attitudes about the topic. Analyze your survey results and generate a report to share with your classmates. Extending Thinking Strategy: Classifying and Categorizing, Evaluation

9. Dance - For students who are kinesthetically motivated, this activity provides them with a way to interpret their understanding of a concept or topic. Example: Compose a dance that reflects the series of reactions in the Krebs Cycle. Be prepared to teach it to your classmates. (Of course, this works great for any cycle or process.) Extending Thinking Strategy: Evaluation, Cause and Effect

NOTE: Do not forget to either design or adapt a rubric for each activity. In all of these activities, students should be required to use the key vocabulary for the concept or topic.