Horizon School Division

1. Horizon School Division April 4th

2. Questions/Comments • Put them on the sticky notes as they come up and we will group them at the end

3. 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).

4. 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).

5. Why Promote Inquiry? • To encourage learners to think for themselves • To explore their thinking • To facilitate their understanding • To encourage higher-level thinking. (Diane Parker, Planning for Inquiry: It’s Not an Oxymoron!)

6. 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.)

7. Instruction • Promote a “community of inquiry” • Work through and plan for inquiry at the 30 level

8. Is 0.9999999 repeating 1?

9. Setting the Stage • How big is 0.3? • How big is 0.9? • What is 0.9 repeating? • Draw a representation that accurately depicts 0.9 repeating.

10. Shifts in Assessment Practice TowardAway From Aligning assessment with treating assessment as Curriculum and instruction independent of curriculum or instruction Viewing students as active viewing students as the participants in the assessment objects of assessment process

11. Formative Assessment • Used to promote student learning, not to grade student success • quality vs quantity • what students really need as opposed to what I think they needed

12. Tools for Assessment • Closed tasks – students provide one correct answer • Open-middled tasks – one correct answer, but different possible paths to that answer • Open-Ended tasks-many correct answers and many routes • Projects

13. assessment strategies • exit slips • 321 response cards • mini-quiz • journal • portfolio • multiple choice • assessment probes

14. Planning for Assessment • What 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?

15. Number and Operations List these numbers in increasing order: Smallest ________ How did you decide? Second ________ Third ________ Largest _________

19. Instruction • Instructional strategies for the 20/30 level • Use our time today to work through some sample activities and discuss how to make them better

20. We will be exploring global population until April 30th, 2012. What will the global population be at that exact time?

21. This was the population at 3:00 p.m. on Saturday, March 31st, 2012. This was the population March 31st, 2002

22. What will the population be in 2022? Population clock: http://galen.metapath.org/popclk.html • Doing Mathematics Blog http://www.doingmathematics.com/2/category/doing%20mathematics/1.html

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

24. Domino Skyscraper • http://threeacts.mrmeyer.com/dominoskyscraper/

25. Fractals Sierpinsky triangle

28. Koch Snowflake

35. BMI

36. BMI

38. Determine the relationship between foot length and height. • Determine the Height of an Individual based on foot length. • Determine height from bone length.

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

40. Questions??

41. 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.

42. Data • Pay attention to how the pendulum moves while the graph is made. • Where does it move slower? Quicker? • Measure the length of your pendulum.

43. Analysis • Copy 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.

44. Instruction/Assessment • What would you change? • How would you assess? • Throughout? At the end? Peer assessment?

45. 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_pagecontent341734http://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

47. Group Summary • Move beyond “show and tell” • Challenge weaknesses and strengths of solution • Reasonable and efficient

50. A Russian Fable • Take 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 __________