Presentation on theme: "Characteristics: 1.Whole number 2.Divisible by itself 3.Divisible by one Definition: A whole number that can only be divided without a remainder by itself."— Presentation transcript:
Characteristics: 1.Whole number 2.Divisible by itself 3.Divisible by one Definition: A whole number that can only be divided without a remainder by itself and one
Guided Inquiry Data Collection ObjectDescription
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 partners 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 partners predictions My heart rate My partners 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?_______________________________________________
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 steps 2.Administering probes 3.Administering feedback repeatedly 4.Providing a pictorial or diagram presentation 5.Allowing independent practice and individually paced instruction 6.Breaking the instruction down into simpler phases 7.Instructing in a small group 8.Teacher modeling a skill 9.Providing set materials at a rapid pace 10.Providing individual child instruction 11.Teacher asking questions 12.Teacher presenting the new (novel) materials (Swanson, 2001, p. 4).
Occasional, Random Questioning Vs. Systematic, Consistent, Deliberate Questioning
Blooms 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 act 2.A critical act 3.Amenable to instruction 4.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 dont know as a way for students to avoid classroom participation Practice: If a student says I dont know, follow up immediately with one to three additional questions