Using Blended Learning with Questioning Strategies http://tinyurl.com/TUHSD-Signin-913

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Our TUHSD Vision: Learning today, leading tomorrow. TUHSD Strategic Areas College, Career and Life-Ready Students  Communication and Partnerships  Creating a Highly Effective Work Force Review foundational beliefs with all stake holders – recommended slide Do iT with PRIDE

Our TUHSD Vision: Learning today, leading tomorrow. Foundational Beliefs All decisions are student centered   All TUHSD learners are globally prepared and competitive  Guaranteed and viable curriculum, instruction and assessment    We are committed to improving the TUHSD community   Review foundational beliefs with all stake holders – recommended slide Do iT with PRIDE

Our TUHSD Vision: Learning today, leading tomorrow. Three Interconnected Practices High functioning PLCs that use data and support student achievement Guaranteed viable curriculum, instruction and assessment  Staff and student support and training  Review foundational beliefs with all stake holders – recommended slide Do iT with PRIDE

Management Instruction Every classroom has a greeting before students enter the room Clearly stated rules are posted and followed Specific plans for technology for learning are communicated and followed Every student has a caring adult who connects with them each period Instruction Lesson plans are prepared for each lesson taught with Elements of Instruction in mind Each lesson has the State Standards posted and the learning objective communicated Execution of lesson shows students’ visible authentic engagement in the lesson

Sarah Geshell University High School Science Department Chair Advanced Chemistry

Chemistry Through Inquiry

What makes a lesson an “inquiry lesson”

Lesson 1 Chemical vs Physical Changes

What type of background knowledge would be necessary for this lesson to be a success? What would be the best way to introduce this lab?

What types of questions do you predict the students would have about the procedures? What types of questions would you predict would come up during the execution of this lab?

Work with a partner to come up with discussion points and questions for your students to lead them to the understanding of the differences between chemical and physical changes Consider: What patterns will the students need to find in their observations to lead them to distinguish between physical and chemical changes?

What comes next after this lab? Work with your group to outline what the next two lessons should look like How do you draw on the experience of this lab to solidify the ideas of chemical vs physical?

Would you use this lab? What changes would you make? Do you feel that the structure of this lesson leads to a deepened understanding of chemical vs physical properties and changes?

Lesson 2 Metals, Nonmetals, and Metalloids

What type of background knowledge would be necessary for this lesson to be a success? What would be the best way to introduce this lab?

What types of questions do you predict the students would have about the procedures? What types of questions would you predict would come up during the execution of this lab?

Work with a partner to come up with discussion points and questions for your students to lead them to the understanding of the differences between metals, nonmetals, and metaloids Consider: What patterns will the students need to find in their observations to lead them to distinguish between properties of elements?

What comes next after this lab? Work with your group to outline what the next two lessons should look like How do you draw on the experience of this lab to solidify the ideas of chemical vs physical?

Would you use this lab? What changes would you make? Do you feel that the structure of this lesson leads to a deepened understanding of elemental properties?

How do you use inquiry in your classroom? Do you have any inquiry lessons you can explain to the group?

Survey http://tinyurl.com/TUHSDPD9-13