Presentation on theme: "Inquiry Based Learning"— Presentation transcript:
1 Inquiry Based Learning adapted with permission fromDouglas LlewellynSchool of EducationSt. John Fisher CollegeRochester, New York
2 Descriptions of Skills Used in Scientific Inquiry (Ministry of Education, 2008) for Grades 9-12 Initiating and Planning - Formulate questions or hypotheses or make predictions about issues, problems, or the relationship between observable variables, and plan investigations to answer the questions or test the hypotheses/predictionsPerforming and Recording - Conduct research by gathering, organizing, and recording information from appropriate sources; and conduct inquiries, making observations and collecting, organizing, and recording qualitative and quantitative dataAnalyzing and Interpreting - Evaluate the reliability of data from inquiries, and of information from research sources, and analyze the data or information to identify patterns and relationships and draw and justify resultsCommunicating - Use appropriate linguistic, numeric, symbolic, and graphic modes to communicate ideas, procedures, results, and conclusions in a variety of ways
3 “Inquiry is a multi-faceted activity that involves making observations, posing questions; examining books and other sources of information to see what is already known; planning investigations; reviewing what is already known in light of experimental evidence; using tools to gather, analyze, and interpret data; proposing answers, explanations, and predictions; and communicating results” (NRC, 1996).
4 “Smarter Science” Process Skills QuestioningObservingInferringSearchingMeasuringUsing instrumentsComparingContrastingClassifyingExperimentingGathering dataRecordingAnalyzingReviewingReportingDiscussingReflectingExplaining
11 10 Reasons Teachers Say They Can’t Do Inquiry #10 I feel more comfortable teaching the traditional labs. That’s the way I was taught.
12 10 Reasons Teachers Say They Can’t Do Inquiry #9 When you teach through inquiry, you lose control.
13 10 Reasons Teachers Say They Can’t Do Inquiry #8 I have not had any professional development on teaching through inquiry.
14 10 Reasons Teachers Say They Can’t Do Inquiry #7 Inquiry is not a focus of the textbook I am using.
15 10 Reasons Teachers Say They Can’t Do Inquiry #6 Students need to be told how to do a science experiment.
16 10 Reasons Teachers Say They Can’t Do Inquiry #5 I don’t have enough supplies and equipment to do inquiry.
17 10 Reasons Teachers Say They Can’t Do Inquiry #4 Students don’t have the background or the skills to do inquiry.
18 10 Reasons Teachers Say They Can’t Do Inquiry #3 I have too much content I have to cover.
19 10 Reasons Teachers Say They Can’t Do Inquiry #2 Students are accustomed to getting an answer from their teacher.
20 10 Reasons Teachers Say They Can’t Do Inquiry #1 I don’t have enough classroom time to do inquiry.
21 Myths and Misconceptions about Inquiry-Based Teaching Doing hands-on is the same as doing inquiry.Inquiry is unstructured and chaotic.Inquiry involves asking a lot of questions.Doing scientific inquiry is the same as using the scientific method.
22 Myths and Misconceptions about Inquiry-Based Teaching Only high-achieving students can learn through inquiry.Inquiry is the latest “fad” in teaching science.You can’t assess inquiry.Students learn about scientific inquiry and the NOS from doing inquiry.
26 “Inquiry is not just finding the right answers, it’s seeking the right questions.”D. Llewellyn, Inquire Within
27 “Of one thing I am convinced “Of one thing I am convinced. I have never seen anyone improve in the art and techniques of inquiry by any means other than engaging in inquiry.”Jerome Bruner, 1961
28 Paper Fold-Ability Claim: a piece of paper can only be folded in half 7 times. How many times can you fold a 8½" X 11" piece of paper in half?
29 5 Elements of Inquiry (NRC, 2000) The learner engages (physically, mentally and personally) with a science-oriented question.The learner gives priority to evidence when responding to a question.The learner uses evidence to form an explanation.The learner connects an explanation to scientific knowledge.The learner communicates and justifies an explanation.
30 “The purpose on inquiry is not to instill curiosity in students, but rather to discover it; for curiosity and inquisitiveness already lie within the individual – awaiting opportunities to be revealed and made known.” D. Llewellyn
31 Four Levels of Science Inquiry: DemonstratedStructuredGuidedSelf-Directed
33 Demonstrated InquiryWhere students observe a teacher-led inquiry and draw conclusions from their observations. It usually ends with a surprising, puzzling, counter-intuitive result.Also called a discrepant event.
35 Structured InquiryWhere students engage in a hands-on investigation by following a sequence of procedures provided by the teacher or the textbook. The students then collect and organize the data, and make claims and explanations from the evidence.Sometimes misnamed cookbook labs, confirmation labs, and verification labs.
36 Guided InquiryWhere the teacher provides the question or a problem to be investigated and a suggested list of the materials to be used. The students then, on their own, design and carry out a procedure for the investigation.Also called problem solving or teacher-initiated inquiry.
37 Self-Directed Inquiry Where students generate their own questions concerning a topic or phenomenon and then design their investigations to solve their questions. At the end, they make and justify their claims with supporting evidence.Also called full inquiry, open inquiry, or student-initiated inquiry.
44 Finger-PaintingSandbox SciencePaint by NumbersStructured LabsPaint Bowl of FruitProblem-SolvingPaint What You LikeScientific Inquiry
45 Modifying Traditional Labs Do the lab before introducing formal conceptsUse a discrepant event to initiate the question or topic to be investigated
46 Modifying Traditional Labs Revise the materials sectionRemove the safely rulesRevise the procedure sectionAdd procedural errors
47 Modifying Traditional Labs Take away the data table or chartAdd extension or “going further” questions and investigations to the end of the labEncourage students to use reasoning and argumentation skills to link their claims, evidence, and explanations.
48 Self-Directed Learning Goleman, Boyatzis, & McKee Self-assess the “present” selfForm an image of the “desired” selfPlan professional development to bridge the gapCreate a support systemImprove performance through practice and reflectionMonitor progress
49 The Change Process Transforming Practice Takes 3-5 years Who Moved My Cheese?Our Iceberg Is Melting
50 Join or Form a Support Group Reading Articles and Books on InquiryJournaling ProgressSharing Instructional SuccessesReflecting with ColleaguesCollaborating with PeersUsing the Japanese Lesson StudyUsing the 5E Lesson Plan
51 The 3 R’sRe-structuring the science curriculum & lessons; including the modification of traditional labsRe-tooling the teacher’s instructional strategies and questioning skills through on-going professional developmentRe-culturing the classroom norms and relationships that foster inquiry-based strategies and a learner-centered environment
53 “When you inspire students to imagine beyond their expectations, to seek more questions than they will ever answer, and to persist when others concede, you are becoming an inquiry-based teacher.” D. Llewellyn
54 In closing… The average teacher tells us. The good teacher tells us and explains why.The better teacher shows us and explains why.The greatest teacher inspires us to inquire on our own.