OBSERVATION AND INFERENCE FREE
Once everyone has had a chance to process their thoughts, we can share our ideas and have a discussion where everyone can contribute and develop their thoughts further.
Their ideas may end up being the same as yours, but they may also think of something totally different. It is important to let everyone have a chance to see the image, think about it, and to process and form their ideas. Instead of sweet potatoes, or even yucca, you are now thinking about broccoli. Why is that important? Why can’t we share our answers right away? I stress to them that when they share their answers, they are taking away opportunities for their peers to think about what they are seeing.įor example, if someone asked you to name a vegetable, and I shouted out BROCCOLI, my answer would creep into everyone’s thoughts and BROCCOLI would push away any ideas about vegetables that didn’t have a chance to develop. When doing this activity, before I show them the first panel for the image, I stress how important it is not to share, or shout out, their thoughts or answers as soon as they see the image. Then we talk about the ‘story’ behind the facts. After a few tries, they refine their answers and start to see the ‘facts’ of the image. As I mentioned in my ‘ Boy in the Water‘ post, students tend to clump their observations and inferences together, they think they are the same thing.įor example, after viewing the first panel of the image, they will say that they ‘see two animals running towards each other.’ and my response is, “I don’t see two animals running towards each other, but I do see two sets of tracks”.
This is one of my favorite activities to practice making observations and inferences, it really helps the students differentiate between the two. Handout for Mystery Footprint Activity ( pdf).
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