Horizon School DivisionApril 4th

Questions/CommentsPut them on the sticky notes as

they come up and we will group them at the end

What Is Inquiry?

“Inquiry is a way of looking at the world, a questioning stance we take when we seek to learn something we don’t yet know.”

(Diane Parker, Planning for Inquiry: It’s Not an Oxymoron!

Urbana, IL: NCTE, 2007, p. 1).

Inquiry-based Approach to Teaching

Characteristics of an inquiry-based approach to teaching include:

Focus on a few ideas or areas for inquiry (e.g., extinction versus dinosaurs) in great depth

Select a focus with the greatest potential to spark thinking and controversy

Continually ask students to make tentative judgements about understanding

Use disciplines as a repository of information in addressing pressing concepts or issues

Employ large quantities of data from diverse sources

Draw on firsthand experiences of students and teachers (adapted from S. Engle and A. Ochoa, 1988, p. 128-129).

Why Promote Inquiry?To encourage learners to think for

themselvesTo explore their thinkingTo facilitate their understandingTo encourage higher-level

thinking.

(Diane Parker, Planning for Inquiry: It’s Not an Oxymoron!)

Planning for Inquiry As teachers plan for inquiry, some

questions should continually drive their thinking and decision-making including:

How can I help my students realize that they have questions and that their questions matter?

How can I create a classroom environment that supports my students’ inquiries without directing them?

How can I help my students connect their inquiries to questions and issues of deeper personal and social significance?

How can I help my students share their learning in interesting, relevant, authentic ways?

(Diane Parker (2007) Planning for Inquiry: It’s Not an Oxymoron! Urbana, IL: NCTE, p. 13.)

InstructionPromote a “community of

inquiry”Work through and plan for inquiry

at the 30 level

Is 0.9999999 repeating 1?

Setting the StageHow big is 0.3?How big is 0.9?What is 0.9 repeating?Draw a representation that

accurately depicts 0.9 repeating.

Shifts in Assessment Practice

Toward Away From

Aligning assessment with treating assessment as

Curriculum and instruction independent of curriculumor instruction

Viewing students as active viewing students as the

participants in the assessment objects of assessmentprocess

Formative AssessmentUsed to promote student

learning, not to grade student success

quality vs quantity

what students really need as opposed to what I think they needed

Tools for AssessmentClosed tasks – students provide

one correct answerOpen-middled tasks – one correct

answer, but different possible paths to that answer

Open-Ended tasks-many correct answers and many routes

Projects

assessment strategiesexit slips321 response cardsmini-quizjournalportfoliomultiple choiceassessment probes

Planning for AssessmentWhat are the mathematical

concepts or skills I am trying to assess?

What important learning behaviours should students have at this time?

How will I assess what my students know and can do mathematically?

How will I summarize and communicate what I have learned to this point?

Number and OperationsList these numbers in increasing

order:

Smallest ________ How did you decide?

Second ________Third ________Largest _________

800 600 400 2002 ,3 ,5 ,6

InstructionInstructional strategies for the

20/30 level

Use our time today to work through some sample activities and discuss how to make them better

We will be exploring global population until April 30th, 2012.

What will the global population be at that exact time?

This was the population at 3:00 p.m. on Saturday, March 31st, 2012.

This was the population March 31st, 2002

What will the population be in 2022?

Population clock:http://galen.metapath.org/popclk.html

Doing Mathematics Bloghttp://www.doingmathematics.com/2/category/doing%20mathematics/1.html

How many times is it possible to fold a piece of paper in half?

Domino Skyscraperhttp://threeacts.mrmeyer.com/dominoskyscr

aper/

FractalsSierpinsky triangle

Stage

Filled Blocks

Unfilled blocks within the square

Triangles

Stage 0 1 2 3 4 5 n

Filled Blocks 1 3 9 27 81 243 3n

Unfilled blocks within the square 1 7 37 175 781 4n - 3n

Triangles 1 4 13 40 121 (3n - 1)/2

Koch Snowflake

Stage 1 2 3 4 5 n

Length of sides 1/3 1/9 1/27 1/81 1/243 (1/3)n

Perimeter 1(3) 1/3(3)(4) 1/9(3)(16) 1/27(3)(43) 3(4/3)n-1

Area 1

Area of new triangle (just 1) # of triangles Area of new

triangle

1 1 1

2 1/9 3 3(1/9)

3 1/81 12 12(1/81)

4 1/729 48

5 192

6

n 1/9n-1 3(4)n-2 3(4)n-2/9n-1

BMIBMI Category

Less than 15 Starvation

15 to 18.49 Underweight

18.5 to 25 Ideal

25.01 to 30 Overweight

30.01 to 40 Obese

Greater than 40 Morbidly Obese

BMIBMI Category

Less than 15 Starvation

15 to 18.49 Underweight

18.5 to 25 Ideal

25.01 to 30 Overweight

30.01 to 40 Obese

Greater than 40

Morbidly Obese

Height Weight BMI

Tom Brady 6’4″ 225 lbs 27Kobe Bryant 6’6″ 200 lbs 25George Clooney 5’11″ 211 lbs 29Matt Damon 5’11″ 187 lbs 26Johnny Depp 5’7″ 190 lbs 27Vin Diesel 6’2″ 200 lbs 26Lebron James 6’8″ 240 lbs 26Michael Jordan 6’6″ 216 lbs 25Nick Lachey 5’10″ 180 lbs 26Yao Ming 7’6″ 310 lbs 27Brad Pitt 6’0″ 203 lbs 28Keanu Reeves 6’1″ 223 lbs 29Andy Roddick 6’2″ 197 lbs 25Nykesha Sales 6’0″ 184 lbs 25Will Smith 6’2″ 210 lbs 27Denzel Washington 6’0″ 199 lbs 27Tom Cruise 5’7″ 201 lbs 31Steve McNair 6’2″ 235 lbs 30The Rock (Dwayne Johnson) 6’5″ 275 lbs 33

Determine the relationship between foot length and height.

Determine the Height of an Individual based on foot length.

Determine height from bone length.

Simple Harmonic Motion

http://www.youtube.com/watch?v=yVkdfJ9PkRQ&feature=player_embedded#!

Questions??

Build a simple pendulum and determine its period by means of a position-time graph of the pendulum’s motion.

You may use any equipment you can salvage or find. Basic laboratory supplies, including some art and craft items, will be available.

DataPay attention to how the

pendulum moves while the graph is made.

Where does it move slower? Quicker?

Measure the length of your pendulum.

AnalysisCopy a scale version of your

position-time graph onto graph paper.

Measure and label peaks, troughs and places where the graph crosses the time axis.

Instruction/AssessmentWhat would you change?How would you assess?

◦Throughout? At the end? Peer assessment?

http://sciencedemonstrations.fas.harvard.edu/icb/icb.do?keyword=k16940&pageid=icb.page80863&pageContentId=icb.pagecontent341734&state=maximize&view=view.do&viewParam_name=indepth.html#a_icb_pagecontent341734

Group SummaryMove beyond “show and tell”Challenge weaknesses and

strengths of solutionReasonable and efficient

slide hop total moves

1 frog, 1 toad 2 1 3

2 frogs, 2 toads 4 4 8

3 frogs, 3 toads 6 9 15

4 frogs, 4 toads 8 16 24

5 frogs, 5 toads 10 25 35

n frogs, n toads 2n n2 n2 + 2n

A Russian FableTake three blades of grass, folded

in two, and hold them in your hand so that the six ends are hanging down.

Tie the ends together in pairs

If on release, a large loop is formed, you will __________

Population growth PC30.9

Folding a piece of paper in half PC30.9, PC20.10

Sierpinsky triangle fractal PC30.9, PC30.7, WA30.5

Koch snowflake PC20.10

BMI, lenth of femur WA30.8, WA30.10

Leapfrog FM20.2, FM20.9, PC20.7

String, monty hall problem FM30.5

Pendulum PC30.3

Why Promote Inquiry?To encourage learners to think for

themselvesTo explore their thinkingTo facilitate their understandingTo encourage higher-level

thinking.

(Diane Parker, Planning for Inquiry: It’s Not an Oxymoron!)

Inquiry-oriented InstructionCurriculum ModelsProject-based learningExpeditionary LearningProblem-based learningGroup investigationsInquiry groupsGuided inquiryInquiry circlesSimulations

Questions/ CommentsLisa Eberharterlisa.eberharter@gov.sk.ca 787-2072