These entries provide the students with an essential opportunity to explore their own thoughts after purposeful learning experiences. Conclusions are where students interpret and explain the results of an investigation and where they must support claims using evidence. Afterwards, it is very important for students to be given a chance to affirm or revise their initial predictions, as this pushes students to wrestle with new evidence and track how their thinking has been changed over time. Asking students what they have learned and what questions they still have are also great starting points for new, student-led investigations.

Examples: writing prompts, sentence frames, summary table

Writing prompts and sentence frames:
-What was the main idea?
-What are the important details to remember?
-How does this relate to your life?
-How does this relate to the [anchoring event]?
-What don't you understand?
-What would you like to test?
-I am still puzzled by [blank].
-At first I thought [blank], but now I know [blank].
-Something new I feel I understand now is [blank].
-One thing I will remember about today's lesson is [blank].
-I still wonder [blank].
-One thing I was challenged by during today's lesson was [blank].

Teacher Routine for Conclusions, Reflections & Extensions:
How to get students ready
How to give feedback
What comes next
Make sense of data

Produce evidence-based explanations

Ask questions

Clarify and revise thinking

Think critically

Make connections to big science idea

Explore gaps in understanding
Activate prior knowledge:
-use sentence frames or writing prompts
-review previous readings
-share results and interpretations with other students
-review summary table
While circulating:
-press & probe

When collected:
-write comments in margins
-ask for elaboration
Revise models

Summary table

Plan new investigation