1. Materials Ladybug Projector Laptop Speakers Power cord Chart paper and tape NRG ball and Candle PEOE Handouts: PEOE, FRAYER, BIG 5 (need #s)

2. Science PRIDES “ Pilot for Resource Identification and Development for Education in Science

3. Find a partner for each Frayer Euler Marzano

4. PRIDES Emphasizing Inquiry and Critical Thinking in Science Teaching

5. Goals What are your goals for this session? Think, pair, share

6. Observation vs. Inference

7. P.E.O.E. Predict Explain Observe Explain

8. P.E.O.E. Who chose the direction and made the curriculum links? Who asked the questions? Who was learning? How did you feel?

9. What struck you about the story that Myshkin Ingawale told? “Prickless” Blood Test for Anemia

10. Based on your experience so far, what is Inquiry?

11. INQUIRY

12. Inquiry from a cognitive science perspective: “The rigourous apprenticeship* into disciplinary expertise” Jeffrey Wilhelm *learning to think like a scientist

13. Why Inquiry? http://store.saveofficefurniture.com/product.php?xProd=130 VS.

14. 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

16. Analyzing and Interpreting CommunicatingPerforming and Recording Initiating and Planning 9/10 Science (2008) p.20

17. Page 48

18. 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

19. 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)

21. PRIDES Networks Collaborative Inquiry Plan, Implement, Observe Reflect (Student work) Tweak, Repeat

22. 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

24. Eric.Betteridge@ocdsb.ca https://sites.google.com/a/ocdsb.ca/prides/home

25. End

26. Slides below are “just in case”

27. http://www.youtube.com/watch?NR=1&fea ture=endscreen&v=vR7xXToA3Y0

28. What is Critical Thinking?

29. 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

30. 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