# Characteristics: Whole number Divisible by itself Divisible by one

## Presentation on theme: "Characteristics: Whole number Divisible by itself Divisible by one"— Presentation transcript:

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”

Guided Inquiry Data Collection Object Description

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

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

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:
Concept exploration Concept elaboration Concept extension Application Evaluation

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

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

Direct Instruction

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).

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

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

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

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

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