I would use the cubing strategy in the middle of a unit after students have already been introduced to the scientific method. Using this strategy after the students have been frontloaded with information will allow students more confidence in understanding the material and willingness to discover the topic more in depth on their own.

 

 

 

Problems I might see with using the cube would be students taking advantage of rolling the cube too many times. If they get a side they don't like students may just try and pick the side they like best. I think the way to solve this problem would be to have students complete at least four sides of the cube so they are being exposed to the majority of the cube.

 

 

 

With the cubing strategy students are asked to use different levels of Bloom's taxonomy to show their understanding of the topic. A teacher would be able to assess the students by their written responses as well as how well they are working with their peer partners to complete the task. Questions teachers may ask themselves; "Are the students switching from being leader to scribe?”, "Are students fully answering the questions using the level of Bloom's?”, "How are students engaging in the cubing process?".