UTeach Step 1- Class #3  Please sign in  Pick up your name card  Sign out a computer  Sit with your team member(s)

Homework CO1R DUE: Sunday 2/12/ :59 PM (unless rescheduled) Reading #3: Defining Inquiry (Martin-Hansen) Wednesday 2/8/2012 by 11:59 PM Send Introduction to your mentor teachers Read Teacher Guide (Begin thinking about Lesson 1-we will start planning next week)

Overview of course

Scientific/Mathematical Thinking "Labs are too focused on procedure, leaving students unsure about what they’re supposed to learn, rather than improving their scientific thinking..." Science Labs: Beyond Isolationism What is scientific thinking? What is mathematical thinking?

Pigs and Chickens Once upon a time, there was a farmer who raised pigs and chickens. One morning, the farmer looked into the barnyard and counted 24 heads and 80 feet. How many pigs and how many chickens are in the barnyard? Remember: Try to think like a third grader!

The 5Es in Mathematics Identify the 5Es in the "pigs and chickens" demo lesson. Have you experienced "5E" style instruction in your math classes? If so, what was your experience like? If not, why do you suppose you have not?

The 5E “inquiry cycle”: Are these representations the same? Whose perspectives do they represent? Engage Explore Explain Elaborate Evaluate Engage Explore Explain Elaborate Evaluate

Observation Procedure Check in Sign in AND sign out Arrival time ID and name tag Dress Code You will not be allowed in if not dressed appropriately

The 5 E’s (Based On Learning Cycles) 5 E Lesson Cycle 5 E Lesson Plan Engage; Explore; Explain; Elaborate; Evaluate Inquiry: Hands-on / Minds-on

Engagement Students mentally focus on: An object, problem, situation, or event. Students make connections to past (& future) activities, and activate prior knowledge of the topic Techniques: Ask a question, draw picture, pose BRIEF challenge, define problem, show discrepant event, acting out problematic situation.

Exploration Gives all students common, concrete experiences to build concepts, processes, and skills. This provides something for students to talk about, and helps students make sense of information presented in the next section (Explain)

Explanation Ask students to give their explanations. Connect explanations to experiences in engagement & exploration. Present concepts, processes, or skills briefly, simply, clearly, & directly. Give opportunities for students to use terms in context.

Teaching Materials Find the kit for your team. Pull it and look through it to see if you have the necessary materials. Please make a note of things that you need but aren’t in the kit. Use the materials request form. Place kit back in the same place you pulled it from before you leave for the day.

Team Member Responsibilities Team of Two AB Lesson 1Teach (Due: T1R) Teach (Due: T1R) A: Submits LP1 Lesson 2Observe (Due: SAO) Teach (Due: T2R) B: Submits LP2 Lesson 3Teach (Due: T3R) Observe (Due: SAO) A: Submits LP3 Note: ALL group members are required to help plan EVERY lesson.