1. What Is A Scientific Question?

2. How would you define creative thinking? How would you define creative thinking? Creative Arts Creative Arts Thinking “outside the box” Thinking “outside the box” Looking for the exception rather than the rule Looking for the exception rather than the rule Using a new technique/method for old questions Using a new technique/method for old questions Using science to educate nonscientists Using science to educate nonscientists Either the individual, community, or humanity Either the individual, community, or humanity Science Science Use of past experiences & knowledge to come up with new solutions, insights, hypotheses. Use of past experiences & knowledge to come up with new solutions, insights, hypotheses. The sky is the limit (let your curiosity go wild) The sky is the limit (let your curiosity go wild)

3. How would you define critical thinking? How would you define critical thinking? Logical thinking Logical thinking Making conclusions based on empirical data, repeated observations. Making conclusions based on empirical data, repeated observations. Judging information rationally in order to decide what to believe or accept. Judging information rationally in order to decide what to believe or accept. Examining any belief or form of knowledge in the light of the evidence for or against. Examining any belief or form of knowledge in the light of the evidence for or against. People are more likely to accept something as true from their neighbors than any other source. People are more likely to accept something as true from their neighbors than any other source.

4. Science requires both creative and critical thinking in designing both research questions and experiments. Science requires both creative and critical thinking in designing both research questions and experiments. Often science is thought of as dry, uncreative or boring. Often science is thought of as dry, uncreative or boring. However those who are creative often approach science in an exciting new way. However those who are creative often approach science in an exciting new way.

5. Thought Swap: Objectives To determine what is already known about a topic. To encourage language risk-taking in a non-threatening environment. To increase active listening skills. Makes topic socially relevant (hearing their peers). To allow students to hear language on a specific topic. Used for introducing a topic/brainstorming/review. It requires that all students participate.

6. Normal Science Normal Science Verifies current way of thinking Verifies current way of thinking Focusing on similarities vs anomalies Focusing on similarities vs anomalies Majority of scientific experiments Majority of scientific experiments Revolutionary Science Revolutionary Science Results in a paradigm shift Results in a paradigm shift A new way of looking at system, data that involves a new vision. A new way of looking at system, data that involves a new vision. In order to fulfill its potential, a scientific community needs to contain both types ( ie. understanding strengths and limitations of current theories & assumptions ) In order to fulfill its potential, a scientific community needs to contain both types ( ie. understanding strengths and limitations of current theories & assumptions )

7. What makes a good scientific question? Answerable Answerable Unanswerable questions are often Why? questions or questions that deal with opinion. Unanswerable questions are often Why? questions or questions that deal with opinion. Why is there air Why is there air Is basketball is a better sport than soccer? Is basketball is a better sport than soccer? Can be tested by some experiment or measurement Can be tested by some experiment or measurement Contributes to what is already known Contributes to what is already known Repeatable Repeatable

8. Brainstorming & Clustering Objectives To start the questioning process To start the questioning process To develop organization skills To develop organization skills To use language in meaningful ways To use language in meaningful ways To reinforce “What is a good scientific question?” To reinforce “What is a good scientific question?” To determine what is already known and what students want to know about a topic To determine what is already known and what students want to know about a topic What we already know What we want to find out

9. Fellow gives talk about their research, broad topic, or habitat. Fellow gives talk about their research, broad topic, or habitat. Students are asked to write down what they know. Students are asked to write down what they know. Students are asked to write down what they would like to know; in question form. Students are asked to write down what they would like to know; in question form. Similar questions are grouped. Similar questions are grouped. Students pick a group and choose & further modify questions. Students pick a group and choose & further modify questions.

10. Questioning Strategies Purpose: Purpose: Invite students into activities Invite students into activities Create interest in a new topic Create interest in a new topic Recall students’ prior knowledge Recall students’ prior knowledge Help guide logical thinking Help guide logical thinking Initiate sharing of ideas Initiate sharing of ideas Encourage development of multiple hypotheses or alternative explanations Encourage development of multiple hypotheses or alternative explanations

11. Questioning/Discussion Strategies Create a classroom culture open to dialogue Create a classroom culture open to dialogue Pose questions in a non threatening way Pose questions in a non threatening way Be supportive Be supportive Use both preplanned and emerging questions Use of Broad vs. Focused Questions

12. Respond to students’ answers Respond to students’ answers Actively listen Actively listen Make sure the students feel validated (write down responses) Make sure the students feel validated (write down responses) Ask probing questions to illicit further response or to correct misconceptions Ask probing questions to illicit further response or to correct misconceptions Don’t use questions only as a prelude to a topic Don’t use questions only as a prelude to a topic Use sufficient wait time and let students know how they should respond Use sufficient wait time and let students know how they should respond Accommodate diverse learning styles & allow for creative approaches

13. Oh come on! One of you must have an answer! What is happening when you ask a question and all you get is silence?

14. The student who “talks to much” or “always knows the answer” Vs. The student who “never speaks” or “only speaks when called upon”

15. Explicitly tell the students that you expect everyone to participate Explicitly tell the students that you expect everyone to participate Tell students how they should respond to questions Tell students how they should respond to questions Hand raising Hand raising Call on students in sequential order Call on students in sequential order Wait until you have sufficient number of responses Wait until you have sufficient number of responses Value critical/original thinking even if the response is incorrect Value critical/original thinking even if the response is incorrect

16. Observe effective student/teacher interactions Observe effective student/teacher interactions Discuss ineffective techniques Discuss ineffective techniques Thought Swap Thought Swap Suggestions anyone?

17. Classroom Discussions Studies have found that even when teachers are attempting to call on as many girls as boys, boys are still called upon more frequently. Studies have found that even when teachers are attempting to call on as many girls as boys, boys are still called upon more frequently. Broader questions tend to be more difficult to answer. Start with specific questions for reluctant students. Broader questions tend to be more difficult to answer. Start with specific questions for reluctant students.

18. Focused questions require an informing or praising response from the teacher Focused questions require an informing or praising response from the teacher Acknowledging correct/partially correct responses Acknowledging correct/partially correct responses Praising or congratulating responses Praising or congratulating responses Broad questions require accepting responses Broad questions require accepting responses Passive Acceptance-acknowledge participation Passive Acceptance-acknowledge participation Active Acceptance-restating answer Active Acceptance-restating answer Empathetic Acceptance-explaining reasoning behind answer Empathetic Acceptance-explaining reasoning behind answer