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An eMINTS Experience Looks Like? Sounds Like? Feels Like?
Your Challenge Get a ping pong ball from the top of your zip line to the bottom as fast as you possibly can.
Examine Check out the materials on your table. Discuss some options. You have 2 minutes. 2 minutes
Questions Anyone? Inquiry = Questions Question Formulation Technique
Step One: Brainstorm 1.Ask as many questions as you can. 2.Do not discuss, judge or answer any questions. 3.Write down every question exactly as stated. 4.Change statements to questions.
Step Two: Classify Classify your questions as: Testable = Can we investigate using the materials in this room? OR Non-Testable
Step 3 - Prioritize Circle your one best or most important testable question. Don’t have one? --- Write one.
Question Specialist *Choose one person to post: Your great testable question. *Other testable questions that come up as you work. https://padlet.com/michkend/qu estions
Build 20 minutes
Success! Record your group’s best question on a chart paper. Clever name for your zip line on sticky note.
Success! Our Testable Questions
Engagement Characteristics of this activity: What did it look like? What did it sound like? What did it feel like?
More than engagement....Content Science? Math? Language Arts? Social Studies?
What Technology? Planning Researching Implementing Presenting Assessment
Planning Graphic organizers Drawing tools
Researching Information Literacy Curation
Implementing Data Collection and Representation Video Graphing and Charts
Final Products Presentations Animations Websites eBooks
Assessment Formative Assessment Exit slips Blogging Portfolios Rubrics
eMINTS We are more than Technology!
Stay and Stray Two people at your table – stay to show off your work and answer questions Rest – Get one balloon Vote for best all around effort – questions and creativity
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Planning for Inquiry The Learning Cycle. What do I want the students to know and understand? Take a few minutes to observe the system to be studied. What.
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a tool students use to make connections, revise their thinking, and to deepen their understanding shows both the content learned (input) and the reflective.
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