Over the last 3 years, upon starting a new unit I've been having students cycle through stations as a way to experience a diversity of topic-related phenomena and generate lots of questions/problems for later KB and learning. When they post their Q/P on kf6 In this process it seems antithetical to the process for students to see what each other are asking and try to avoid duplication of Q/P's: incompatible cognitive processes/emotions.
So, this time, once all the teams' questions were posted, then each team examined the posts on "their station", identified duplicates, then created riseaboves subsuming them (actually, the idea of using riseaboves for this function was given by 3 groups of students in different classes, I didn't think of it!). But, haven't found a good way to attribute contributions/ideas effectively. Actually it would be really nice to more smoothly scaffold students viewing all of the notes used for risieabove.
Over the last 3 years, upon starting a new unit I've been having students cycle through stations as a way to experience a diversity of topic-related phenomena and generate lots of questions/problems for later KB and learning. When they post their Q/P on kf6 In this process it seems antithetical to the process for students to see what each other are asking and try to avoid duplication of Q/P's: incompatible cognitive processes/emotions.
So, this time, once all the teams' questions were posted, then each team examined the posts on "their station", identified duplicates, then created riseaboves subsuming them (actually, the idea of using riseaboves for this function was given by 3 groups of students in different classes, I didn't think of it!). But, haven't found a good way to attribute contributions/ideas effectively. Actually it would be really nice to more smoothly scaffold students viewing all of the notes used for risieabove.