Materials

• Ladybug• Projector• Laptop• Speakers• Power cord• Chart paper and tape• NRG ball and Candle PEOE• Handouts: PEOE, FRAYER, BIG 5 (need #s)

Science PRIDES “

Pilot for Resource Identification and Development for Education in

Science

Find a partner for each

• Frayer

• Euler

• Marzano

PRIDES

Emphasizing Inquiry and Critical Thinking in Science Teaching

Goals

• What are your goals for this session?

• Think, pair, share

Observation vs. Inference

P.E.O.E.

• Predict• Explain• Observe• Explain

P.E.O.E.

• Who chose the direction and made the curriculum links?

• Who asked the questions?

• Who was learning?

• How did you feel?

What struck you about the story that Myshkin Ingawale told?

“Prickless” Blood Test for Anemia

Based on your experience so far, what is Inquiry?

INQUIRY

Inquiry from a cognitive science perspective:

“The rigourous apprenticeship* into disciplinary expertise”

Jeffrey Wilhelm

*learning to think like a scientist

Why Inquiry?

http://store.saveofficefurniture.com/product.php?xProd=130

VS.

heuristicsinvolving or serving as an aid to learning, discovery, or problem-solving by experimental and especially trial-and-error methods ; of or relating to exploratory problem-solving techniques that utilize self-educating techniques (as the evaluation of feedback) to improve performance.

Merriam-Webster.com

A flexible problem-solving repertoire.Jeffrey Wilhelm, 2012

Analyzing and Interpreting

Communicating Performing and Recording

Initiating and Planning

9/10 Science (2008) p.20

Page 48

Board Strategies:

1. To improve student achievement through a focus on innovative, creative and critical thinking and problem solving.

2. To improve student achievement through a focus on ongoing assessment and feedback.

2011-2012 Board Improvement Plan for Student Achievement

Inquiry and Critical Thinking

“Students who passively receive information are far less likely to understand what they have heard or read about than students who have critically scrutinized, interpreted, applied or tested this information.”

(Roland Case, 2008)

PRIDES NetworksCollaborative Inquiry• Plan, Implement,

Observe• Reflect (Student

work)• Tweak, Repeat

PRIDES Networks Focus on:

•Big Five •Enduring Understanding and Skills•Backwards by Design Planning•Grades 9/10 Fall•11/12 and 7/8 this spring

Eric.Betteridge@ocdsb.ca

https://sites.google.com/a/ocdsb.ca/prides/home

End

Slides below are “just in case”

• http://www.youtube.com/watch?NR=1&feature=endscreen&v=vR7xXToA3Y0

What is Critical Thinking?

Designing Critical Challenges

1. Critique the piece - students assess the merits or shortcomings of a person, product or performance

2. Judge the better or best - students judge from among two or more options

3. Rework the piece - students transform a product or performance in light of additional information or an assigned focus, perspective, genre, or change in audience

4. Decode the puzzle - students suggest and justify a proposed solution, explanation or interpretation to a confusing situation

5. Design to specs - students develop a

product that meets a given set of criteria

6. Perform to specs - students perform or undertake a course of action that meets a given set of criteria

Garfield Gini-Newman, 2011