2. Characteristics: Whole number Divisible by itself Divisible by one
Definition:
“A whole number that can only be divided without a remainder by itself and one”

3. Guided Inquiry
Data Collection
Object
Description

4. How Does Your Heart Rate?
Name: __________________________
Predict your resting heart rate
I predict my resting heart rate is: ________________ per minute
Calculate your resting heart rate
My resting heart rate is: ________________ per minute
My partner’s resting heart rate is: ________________ per minute

5. My partner’s predictions
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

6. 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?

7. Guided inquiry process:
Concept exploration
Concept elaboration
Concept extension
Application
Evaluation

8. Cooperative Teaching Methods:
Jig-saw
Teams-Games-Tournament
Think, Pair, Share
Pair of Pairs
The Doughnut (Inside-Outside Circle)
Numbered-heads together

9. 5 Basic Elements of Cooperative Learning:
Face-to-face interaction (oral)
Positive interdependence
Individual accountability
Social skills
Group processing (evaluation)
PIG’s ….

11. Direct Instruction

12. Swanson identified 12 criteria associated with direct instruction
Swanson identified 12 criteria associated with direct instruction. When any four of these indicators are present, direct instruction is occurring…
Breaking down a task into small steps
Administering probes
Administering feedback repeatedly
Providing a pictorial or diagram presentation
Allowing independent practice and individually paced instruction
Breaking the instruction down into simpler phases
Instructing in a small group
Teacher modeling a skill
Providing set materials at a rapid pace
Providing individual child instruction
Teacher asking questions
Teacher presenting the new (novel) materials (Swanson, 2001, p. 4).

13. Highly Effective Questioning (HEQ) (vs. Socratic questioning?)

14. Occasional, Random Questioning
Vs.
Systematic, Consistent, Deliberate Questioning

15. Cognitive Scaffolding Lesson Plan (objectives)
Bloom’s Taxonomy
Cognitive Scaffolding
Lesson Plan (objectives)

16. HEQ gives importance to the development of critical thinking skills (p
The four elements of critical thinking skills are:
A mental act
A critical act
Amenable to instruction
Generalizable across content

17. Which question is better? Why?
“Do you see X?”
“What do you see?”

18. 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

19. 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.”

20. 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

21. Principle 4:
We must follow a question-response-question (Q-R-Q) pattern in our questioning of students
Practice:
Have students justify all responses

22. Principle 5:
We must not be negative when asking students questions
Practice:
Never ask negative questions. Be positive or neutral

23. Principle 6:
We do not ask questions that promote random trial and error behavior
Practice:
Do not ask questions that encourage guess-making

24. 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