Sample Discussion
In this sample discussion, the teacher uses Seeing Reason to document understanding of cause-and-effect relationships relating to recess.
| Teacher: |
Today we'll be talking about how we spend our time on the playground. Let's start with this idea, What should happen with others at recess time? |
| Student: |
We should all get along.
[Create a factor: "getting along."] |
| Teacher: |
Let's write what we mean by that. Anyone? |
| Student: |
That means we all have a good time and nobody fights.
[Record this in the factor description field.] |
| Teacher: |
Now let's talk about how we can get along, or the things that keep us from getting along. |
| Student: |
We can share balls and jump ropes. |
| Teacher: |
[Make "sharing balls and jumpropes" a factor.]
So sharing helps us to get along? I'll connect these two ideas.
[Select sharing balls and jump ropes. Make positive (blue) link to “getting along.”]
What else affects us getting along? |
| Student: |
Not taking turns is a problem.
[Create a factor “not taking turns,” and describe it in the factor description field.] |
| Teacher: |
Why is not taking turns a problem? What happens when we don’t follow the rules? |
| Student: |
It isn’t fair, and sometimes there is fighting. |
Teacher:
Teacher: |
Let's write that down.
[Create factor: "fighting."]
Let me see if I have this right. When we don’t take turns, people fight, then they are not getting along. Right? Let’s connect those up.
[Students watch you make these relationships between factors: as not taking turns, increases, fighting increases. As fighting increases, getting along decreases].
Fighting REALLY effects getting along in a negative way. In a little while I want you to think about how we can solve problems like not taking turns. Right now, let’s add some more ideas to our map. |
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