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1 Inquiry Based Learning adapted with permission from Douglas Llewellyn School of Education St. John Fisher College Rochester, New York.

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Presentation on theme: "1 Inquiry Based Learning adapted with permission from Douglas Llewellyn School of Education St. John Fisher College Rochester, New York."— Presentation transcript:

1 1 Inquiry Based Learning adapted with permission from Douglas Llewellyn School of Education St. John Fisher College Rochester, New York

2 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/predictions Performing 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 data Analyzing 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 results Communicating - Use appropriate linguistic, numeric, symbolic, and graphic modes to communicate ideas, procedures, results, and conclusions in a variety of ways

3 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 4 Smarter Science Process Skills Questioning Observing Inferring Searching Measuring Using instruments Comparing Contrasting Classifying Experimenting Gathering data Recording Analyzing Reviewing Reporting Discussing Reflecting Explaining

5 5 Where do I begin?

6 6 Set Professional Goals for Expectations Levels of Teaching Science Whats Your Present State? Whats Your Desired State? Whats Your Instructional Pie?

7 7 Desired State Present State

8 8 Levels of Teaching Reading & Telling Discussing Demonstrating Prescribed Activities & Labs Problem Solving Activities Inquiry-based Investigations

9 9 Whats Your Instructional Pie?

10 10

11 11 10 Reasons Teachers Say They Cant Do Inquiry #10 I feel more comfortable teaching the traditional labs. Thats the way I was taught.

12 12 10 Reasons Teachers Say They Cant Do Inquiry #9 When you teach through inquiry, you lose control.

13 13 10 Reasons Teachers Say They Cant Do Inquiry #8 I have not had any professional development on teaching through inquiry.

14 14 10 Reasons Teachers Say They Cant Do Inquiry #7 Inquiry is not a focus of the textbook I am using.

15 15 10 Reasons Teachers Say They Cant Do Inquiry #6 Students need to be told how to do a science experiment.

16 16 10 Reasons Teachers Say They Cant Do Inquiry #5 I dont have enough supplies and equipment to do inquiry.

17 17 10 Reasons Teachers Say They Cant Do Inquiry #4Students dont have the background or the skills to do inquiry.

18 18 10 Reasons Teachers Say They Cant Do Inquiry #3I have too much content I have to cover.

19 19 10 Reasons Teachers Say They Cant Do Inquiry #2Students are accustomed to getting an answer from their teacher.

20 20 10 Reasons Teachers Say They Cant Do Inquiry #1I dont have enough classroom time to do inquiry.

21 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 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 cant assess inquiry. Students learn about scientific inquiry and the NOS from doing inquiry.

23 23

24 24 Expectations and Goals of the Science and Technology Program #2 - to develop skills, strategies, and habits of mind required for scientific inquiry and technological problem solving

25 25 Building Capacity

26 26 Inquiry is not just finding the right answers, its seeking the right questions. D. Llewellyn, Inquire Within

27 27 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 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 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 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 31 Four Levels of Science Inquiry: Demonstrated Structured Guided Self-Directed

32 32 Invitation to Inquiry Grid Demon- Structured Guided Self- strated Inquiry Inquiry Directed Inquiry QTeacher Teacher Teacher Student PTeacher Teacher Student Student RTeacher Student Student Student

33 33 Demonstrated Inquiry Where 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.

34 34 Discrepant Events Wonder (Ah) + Laughter (Ha) = I got it! (Ah Ha)

35 35 Structured Inquiry Where 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 36 Guided Inquiry Where 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 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.

38 38

39 39 Teacher - Student Positional Relationships in Inquiry

40 40 The Art and Science of Inquiry

41 41 The Art and Science of Inquiry

42 42 The Art and Science of Inquiry

43 43 The Art and Science of Inquiry

44 44 Finger- Painting Sandbox Science Paint by Numbers Structured Labs Paint Bowl of Fruit Problem- Solving Paint What You Like Scientific Inquiry

45 45 Modifying Traditional Labs Do the lab before introducing formal concepts Use a discrepant event to initiate the question or topic to be investigated

46 46 Modifying Traditional Labs Revise the materials section Remove the safely rules Revise the procedure section Add procedural errors

47 47 Modifying Traditional Labs Take away the data table or chart Add extension or going further questions and investigations to the end of the lab Encourage students to use reasoning and argumentation skills to link their claims, evidence, and explanations.

48 48 Self-Directed Learning Goleman, Boyatzis, & McKee 1) 1)Self-assess the present self 2) 2)Form an image of the desired self 3) 3)Plan professional development to bridge the gap 4) 4)Create a support system 5) 5)Improve performance through practice and reflection 6) 6)Monitor progress

49 49 The Change Process Transforming Practice Takes 3-5 years Who Moved My Cheese? Our Iceberg Is Melting

50 50 Join or Form a Support Group Reading Articles and Books on Inquiry Journaling Progress Sharing Instructional Successes Reflecting with Colleagues Collaborating with Peers Using the Japanese Lesson Study Using the 5E Lesson Plan

51 51 The 3 Rs Re-structuring the science curriculum & lessons; including the modification of traditional labs Re-tooling the teachers instructional strategies and questioning skills through on-going professional development Re-culturing the classroom norms and relationships that foster inquiry-based strategies and a learner-centered environment


53 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 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.

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