Monitoring tool for designing investigation (day 1) with notes taken during instruction

Revised monitoring tool for designing investigation (day 1)

The main focus of the monitoring tool has changed from focusing on components of the investigation to particular set-ups and
dependent/independent variables.
Anticipated Solutions
Instructional Support
Who/What
Order
Assessing Questions
Advancing Questions
Different lights as
Which light sources are you
Does the spectrum tell you
independent variable
planning to use?
anything about the light sources?
Why did you choose these sources? How will you know if there is a
What will you do with these light
difference between the light
sources?
sources?
What will these differences tell
you?
Different external
What are you planning to change in How will you know if there is a
conditions (e.g.
your investigation?
difference between each set of
temperature)
How do you plan to change this?
conditions?
Why did you choose to change
What will these differences tell
this?
you?
Blocking the light (e.g.
How are you planning to block the How will you know if there is a
with sunglasses)
light?
difference between blocking and
Why did you choose to test this?
not?
What else might you block the light What will these differences tell
with?
you?
Do you expect the sunglasses to
block all the light?
How will you know how much
light is being blocked?
Stars/ice as dependent
What do you think might happen to What might you measure?
variable
the stars/ice?
What would different responses
How will you know if the stars/ice
of the star/ice to [independent
are affected by [independent
variable] tell you?
variable]?
Unanticipated Solutions

Original monitoring tool for investigation and data analysis (day 2)

After the first day of instruction, the monitoring tool was revised to account for the different investigation procedures designed by
the students. The revised version with notes taken during instruction can be found below. This original version is still included for
completion.
Anticipated Solutions
Instructional Support
Who/What
Order
Assessing Questions
Advancing Questions
What is your claim?
Where might your reasoning need
Temperature/distance, no
How does this relate to your
to change?
change in star glow
hypothesis?
Why might it be that this doesnt
What is your data suggesting?
make a difference?
Looking at the spectra, what else
might make a difference?
Frequency/wavelength
What is your claim?
Is there a pattern you can see?
change in star glow
How does this relate to your
How would you describe it?
hypothesis?
How does your data relate to the
What is your data suggesting?
two spectra?
What might be the cause of this
relationship?
Explanation lacks
What data have you collected?
Which part of your data backs up
evidence/repeats evidence
What is your reasoning?
this reasoning?
What is different about your
reasoning and data?
Reasoning supported/not
What data have you collected?
Which part of your data backs up
supported by evidence
What is your reasoning?
this reasoning?
How are you reasoning and
evidence connected?
How might you use this piece of
data to support your reasoning?
Unanticipated Solutions

Revised monitoring tool for investigation and data analysis (day 2) with notes taken during instruction