4 How Does Your Heart Rate? Name: __________________________Predict your resting heart rateI predict my resting heart rate is: ________________ per minuteCalculate your resting heart rateMy resting heart rate is: ________________ per minuteMy 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 predictionsMy partner’s predictionsMy heart rateMy 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?
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 stepsAdministering probesAdministering feedback repeatedlyProviding a pictorial or diagram presentationAllowing independent practice and individually paced instructionBreaking the instruction down into simpler phasesInstructing in a small groupTeacher modeling a skillProviding set materials at a rapid paceProviding individual child instructionTeacher asking questionsTeacher presenting the new (novel) materials (Swanson, 2001, p. 4).
14 Occasional, Random Questioning Vs.Systematic, Consistent, Deliberate Questioning
15 Cognitive Scaffolding Lesson Plan (objectives) Bloom’s TaxonomyCognitive ScaffoldingLesson Plan (objectives)
16 HEQ gives importance to the development of critical thinking skills (p The four elements of critical thinking skills are:A mental actA critical actAmenable to instructionGeneralizable 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 learnPractice: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 questioningPractice: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 studentsPractice:Have students justify all responses
22 Principle 5:We must not be negative when asking students questionsPractice:Never ask negative questions. Be positive or neutral
23 Principle 6:We do not ask questions that promote random trial and error behaviorPractice: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 participationPractice:If a student says “I don’t know”, follow up immediately with one to three additional questions
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