characteristics: 1.whole number 2.divisible by itself 3.divisible by one definition: a whole number...
TRANSCRIPT
Characteristics:1.Whole number2.Divisible by itself3.Divisible by one
Definition:“A whole number that can only be
divided without a remainder by itself and one”
Guided Inquiry
Data CollectionObject Description
How Does Your Heart Rate?
Name: __________________________
Predict your resting heart rateI predict my resting heart rate is: ________________ per minute
Calculate your resting heart rateMy resting heart rate is: ________________ per minuteMy partner’s resting heart rate is: ________________ per minute
Running around the
tennis court (2 minutes)
Dribbling Basketball around the
tennis court (2 minutes)
Playing Badminton or
tennis (2 minutes)
My predictions
My partner’s predictions
My heart rate
My partner’s heart rate
Questions to answer:
What happened to my body, as I became more active? ______________________________________________________________________________________________
What did I observe through the data collected?______________________________________________________________________________________________
Why did my heart rate increase with exercise?______________________________________________________________________________________________
Guided inquiry process:
1.Concept exploration2.Concept elaboration3.Concept extension4.Application5.Evaluation
Cooperative Teaching Methods:
1.Jig-saw2.Teams-Games-Tournament 3.Think, Pair, Share4.Pair of Pairs 5.The Doughnut (Inside-Outside
Circle)6.Numbered-heads together
5 Basic Elements of Cooperative Learning:
1.Face-to-face interaction (oral)2.Positive interdependence3.Individual accountability4.Social skills5.Group processing (evaluation)
PIG’s ….
Direct Instruction
Swanson identified 12 criteria associated with direct instruction. When any four of these indicators are present, direct instruction is occurring…
1. Breaking down a task into small steps2. Administering probes3. Administering feedback repeatedly4. Providing a pictorial or diagram presentation5. Allowing independent practice and individually paced
instruction6. Breaking the instruction down into simpler phases7. Instructing in a small group8. Teacher modeling a skill9. Providing set materials at a rapid pace10.Providing individual child instruction11.Teacher asking questions12.Teacher presenting the new (novel) materials
(Swanson, 2001, p. 4).
Highly Effective Questioning (HEQ)
(vs. Socratic questioning?)
Occasional, Random Questioning
Vs.
Systematic, Consistent, Deliberate Questioning
Bloom’s Taxonomy
Cognitive Scaffolding
Lesson Plan (objectives)
HEQ gives importance to the development of critical thinking
skills (p.4)
The four elements of critical thinking skills are:
1.A mental act2.A critical act3.Amenable to instruction4.Generalizable across content
Which question is better? Why?
“Do you see X?”
“What do you see?”
Principle 1:Students come to school with the need to learn, and when they are in school they do not have the right not to learn
Practice:Involuntary questioning of each and every student
Principle 2:Students are undertrained not underbrained; they are dormant but not dead!
Practice:Try to ask each student an equal range of questions (quantity) and, initially, questions of similar difficulty (quality). Remember to “choose your question, then choose your student.”
Principle 3:We must learn to use intensive questioning, not just occasional questioning
Practice:Ask only questions during the lesson and refrain from explaining, telling, hinting, and other non-questioning strategies. Question, question, question – ask only questions
Principle 4:We must follow a question-response-question (Q-R-Q) pattern in our questioning of students
Practice:Have students justify all responses
Principle 5:We must not be negative when asking students questions
Practice:Never ask negative questions. Be positive or neutral
Principle 6:We do not ask questions that promote random trial and error behavior
Practice:Do not ask questions that encourage guess-making
Principle 7:We must act to discourage the use of “I don’t know” as a way for students to avoid classroom participation
Practice:If a student says “I don’t know”, follow up immediately with one to three additional questions