Materials
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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?
“Prickless” Blood Test for Anemia
What struck you about the story
that Myshkin Ingawale told?
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?
VS.
http://store.saveofficefurniture.com/product.php?xProd=130
heuristics
involving 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
Initiating and Planning
Communicating
Performing and Recording
9/10 Science (2008) p.20
Analyzing and Interpreting
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 Networks
Collaborative
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&fea
ture=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