Design Question 5: Module 13

Design Question 5: What Will I Do to Engage Students?
Module 13: Using Games & Inconsequential Competition to Promote Student Engagement (pgs. 157-165)

Please share your thoughts on how you: 1) Use games that focus on academic content and
2) Use inconsequential competition  in your teaching.

• What are your thoughts how effective these two strategies are in helping to engage students?
• What are some suggestions for inconsequential items students could earn (i.e.: a coupon to buy juice in the cafeteria p.164)?

Design Question 4: Module 12

Design Question 4: What Will I Do to Help Students Generate & Test Hypotheses...;

Module 12: Engaging Students in Task Design, Cooperative Learning, & Self-Evaluation (pgs. 143-153)

1) Activity Box p. 147: Imagine you are a student in your class going through a specific unit you have taught.  Describe an authentic task you would design.


2) Activity Box p. 150: Using the task you designed for the previous activity box, describe how cooperative grouping might be used to help you complete the task.

3) Activity Box p. 152: Which of the suggestions in this section most closely resembles what you have done in your class to enhance students' metacognitive skills?  Describe how it is similar to the activities you have used.

Design Question 4: Module 11

Design Question 4: What Will I Do to Help Students Generate & Test Hypotheses...;
Module 11: Hypothesis Testing and Higher-Order Thinking (pgs. 131-143)

(from pg. 132) "This module addresses the following strategies for Design Question 4:

• Experimental-inquiry tasks
• Problem-solving tasks
• Decision-making tasks
• Investigation tasks"

Share your thoughts on these strategies and how you use them or could use them in your academic setting.

Design Question 4: Module 10

Design Question 4: What Will I Do to Help Students Generate & Test Hypotheses...;

Module 10: Teaching Students to Support Claims and Assertions with Evidence (pgs. 119-130)

Discussion ideas:
1)  Activity Box p. 125: Which of the approaches to developing the concept of backing most closely relates to your subject area?  Explain why.

2) Activity Box p. 127: Which approach to the concept of qualifiers most closely fits your subject area?  Explain how you might use the concept of qualifiers.

3) Activity Box p. 129: Describe how you have used or could use the concept of statistical probability in your class.

Design Question 3: Module 9

Design Question 3: What Will I Do to Help Students Practice & Deepen Understanding;
Module 9: Using Homework & Academic Notebooks to Deepen Student Understanding (p. 109-115)

From Activity Box (p. 113): 1. Describe how you could use homework to introduce new content.
2. How can you use homework that helps students deepen their knowledge?
3. How can you use homework to enhance students' fluency with procedural knowledge?
4. How can you use homework to get parents involved and participate from home?

From Activity Box (p. 114): Compare your use of academic notebooks with recommendations described in this section.

Design Question 3: Module 8

Design Question 3: What Will I Do to Deepen Students' Understanding

Module 8: Helping Students Practice Skills, Strategies, & Processes (p. 101-108)

What do you, as an educator, do to provide opportunities for your students to practice their skills, strategies, and processes that you have taught?

How do you determine the extent to which cooperative groupings will be used?

Design Question 3: Module 7

Design Question 3: What Will I Do to Help Students Practice & Deepen Understanding

Module 7: Examining Similarities & Differences and Identifying Errors in Thinking (p. 85-100)

Included in this design question are activities to help students practice and deepen their knowledge.  What are your thoughts on the following topics and how have you or could you use them in your classroom/instructional setting?

• Comparing
• Classifying
• Creating similes and metaphors
• Creating analogies
• Identifying errors in thinking