Our mission to Thailand is incredible adventure made even better because our friends Jan, Tu, and Laimek could join us.  Not only can they act as translators and guides but the are ALSO super generous and are sharing all of their photos and videos with us!

This presents a new problem...what do we leave behind?  We work hard to ensure that our field mission videos are developmentally appropriate, tell an interesting and cohesive story, and present evidence students need to evaluate the hypothesis.  That means not every amazing moment makes it into the videos.  We're sharing some of those photos and videos on our social media feeds so be sure to follow us on Facebook, Instagram, and Twitter! 

​We are also posting some here.  We had some of our Super Teachers ask for bonus photos to use to for practicing  "productive talk" with their students!  

​Take a look at one of the photos with your students then try one or more of the productive talk moves as your students describe or explain what they see.  I love this list:

1. ​Revoicing- Revoicing is when the teachers repeats what the student says.  This is used when what the student said was unclear.  The teacher will always ask the student if what they repeated what correct.  ("So you're saying...")
2. Repeating- Repeating is simply asking the student to repeat what another student said. (​"Can you repeat what he or she just said in your own words?") 
3. Reasoning- Reasoning is asking the student to use their own reasoning to another students response.  It is important that no opinions be involved by the teachers, and that the teacher follows up with asking "Why?"  This develops the students thinking as to why they agree or disagree. ("Do you agree or disagree? Why?")
4. Adding on- Adding on is a way to get the students to participate further in the discussions.  This is a great move to get the students engaged by asking for additional input.  ("Would someone like to add something more to this?")
5. ​Waiting- Waiting is also called wait time.  Wait time is used to ensure that students have time to think about their response and gather their thoughts before sharing with the class.  ("Take your time... we'll wait...")

We'll be searching for many types of evidence on Mission: Tigers!  This field research adventure will require students to think not only about the quantity of evidence but also the quality.  Unlike calculating a relative abundance ratio as we did with kangaroos in Australia or carnivores and herbivores in Namibia, this hypothesis leaves a bit more room for interpretation.  The answer may not be clear cut and we think that's AWESOME!

This mission will push students to talk to each other and explain their reasoning.  What evidence supports their position?  Why might they consider some evidence more significant?  Students can record individual thoughts and observations in their journals through writing, drawing and dictation.  They might make short videos on classroom tablets.  Ultimately, however, the group will need to come to a consensus.  

One student might be convinced that seeing scratch marks in one place means tigers are making HKK their home.  A classmate might point out that one set of scratch marks could be made by a tiger passing though, but if there are scratch marks AND spray it could be stronger evidence.  Conversations like these are essential to the process of science!  Your students will essentially be engaged in peer review.