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.

Characteristics:1.Whole number2.Divisible by itself3.Divisible by one

Definition:“A whole number that can only be

divided without a remainder by itself and one”

Guided Inquiry

Data CollectionObject Description

How Does Your Heart Rate?

Name: __________________________

Predict your resting heart rateI predict my resting heart rate is: ________________ per minute

Calculate your resting heart rateMy resting heart rate is: ________________ per minuteMy partner’s 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 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:

1.Concept exploration2.Concept elaboration3.Concept extension4.Application5.Evaluation

Cooperative Teaching Methods:

1.Jig-saw2.Teams-Games-Tournament 3.Think, Pair, Share4.Pair of Pairs 5.The Doughnut (Inside-Outside

Circle)6.Numbered-heads together

5 Basic Elements of Cooperative Learning:

1.Face-to-face interaction (oral)2.Positive interdependence3.Individual accountability4.Social skills5.Group processing (evaluation)

PIG’s ….

Direct Instruction

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 steps2. Administering probes3. Administering feedback repeatedly4. Providing a pictorial or diagram presentation5. Allowing independent practice and individually paced

instruction6. Breaking the instruction down into simpler phases7. Instructing in a small group8. Teacher modeling a skill9. Providing set materials at a rapid pace10.Providing individual child instruction11.Teacher asking questions12.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

Bloom’s 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 act2.A critical act3.Amenable to instruction4.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