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One path to Intel ISEF by using inquiry learning to promote student research Russ Fisher-Ives Inquiry Facilitators, Inc. New Mexico, USA
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Geologist A HS instructor for 23 years A new high school = A new beginning Intel ISEF & Intel’s Educator Academy Rio Rancho HS: Student Research EXPO 2007 Intel ISEF Puzzling Data: An inquiry activity
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1984- 97: HS physics & math instructor, Albuquerque PS ZERO experience with research projects “Students can’t…” “Students don’t want to…” “Not enough time or resources to…” 1997- 07: Director & Instructor, Science Academy Rio Rancho Public School “Learn by doing” - quoted on TV (1997-99: 2600 students; research projects: 1 student)
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1999: 2 nd Annual Intel Educator’s Academy Changed my life forever “Kids like ours”; Interest driven; Excitement; New opportunities; Motivated teachers Back at Rio Rancho HS Summer workshop: 24 interested teachers Intel ISEF rules & guidelines Use inquiry process; Product: research projects Open for all students, any content
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From the summer workshop: Start: beginning of the school year Project content: student interest >> course Time management: divide the course into 1/3’s Grading: on-going during each 1/3 section Finish: research project = 10% of final exam
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And we continued to grow: 2000-01 – 20 teachers, 150 students, 100 projects 2001-02 – Scientific Review Committee started 2002-03 – 1 st project qualifies for Intel ISEF 2003-04 – 2 nd project qualifies for Intel ISEF Success bred success Formed my company, Inquiry Facilitators, Inc. in 2002
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How to promote the success? Need: A plan to showcase the success Plan: Bid for 2007 Intel ISEF in New Mexico RESULT: New Mexico is picked to host 2007 Intel ISEF Inquiry Facilitators served as host committee Why do this? Validate importance & diversity of HS student research @ Local, National, International levels
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YOU HOLD THE KEY! and YOUR CLASSROOM is where it starts Because INQUIRY LEARNING Is a research PROCESS to teach ANY content
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Questions – testable Investigations – data collection Connections – relevance Discussions – public Reflections – change in me Your role: Making students aware how & when skills are used (Transparency)
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Where do I start? – Identify how you use these skills now: Questions, Investigations, Connections, Discussions, and Reflections Your role: Post the words prominently in the classroom (Reminding YOU & students)
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How much do I change? One lesson every 10 days (a 10% change) Record successes & mistakes; use to improve Your role: Speak honestly; This change is new for you, too! (Connections)
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What will I encounter as I change my teaching style? Resistance – It’s change; People, young and old, DON’T LIKE CHANGE Your role: Developing student researchers for any content (Process and Content)
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Ultimate goal is when students can: Identify a problem, Form a testable question, Collect and analyze relevant data, Present their findings Your role: Facilitating process use plus teaching facts (Guidance)
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Connecting Jigsaw Puzzles Who does NOT know what a jigsaw puzzle is? Who has NEVER worked on a jigsaw puzzle?
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Questioning & Discussing A question: What percentage of a 1000 piece jigsaw puzzle do you need to see to make a ‘reasonable drawing’ of the picture? Discuss with 3-4 people; then write down your prediction.
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Investigating & Discussing Collecting data: What data is relevant to the question? What data would NOT be relevant to the question?
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Discussing Data NeededData NOT Needed ColorsMaterial ShapesWeight FormsShape of piece PatternsCorners, edges
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Investigating & Reflecting Trial #1: Examine your pieces - Record your data Make a conclusion using the data, “What is the picture?” How CONFIDENT are you about your CONCLUSION?
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Investigating, Discussing, & Reflecting Trial #2: How can you increase your confidence? More data! Combine your pieces with 2 or 3 other investigators Record your new data RESTATE your conclusion about the picture
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Investigating, Discussing, & Reflecting Confidence now? Increased? Same? Decreased? Trial #3: Get 6 to 8 people in a group Share and record the new data from each other Then RESTATE your conclusion about the picture
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Reflecting Confidence now? Increased? Same? Decreased? Now ALONE… Look at the following three pictures and choose the one that best fits your DATA.
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????? #1 #2 #3
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I’m NOT going to tell you!
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For a group of 10 people, about 2 % Research: Learning how to make conclusions for a question based on limited relevant data
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Reflecting Throughout teaching… Pieces build pictures in student’s minds Same data, different pictures Can never teach all the pieces But, the process of inquiry is ALWAYS present
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Discussing & Connecting Throughout teaching… Facts alone are like pieces without the picture Facts alone supports disconnected thinking RESEARCH provides REAL EXPERIENCE building REAL PICTURES
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You hold the key… How will you use it? Open doors? For change. OR keep doors closed? and be safe.
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謝謝 Russ@gotoif.org Russ Fisher-Ives Inquiry Facilitators, Inc.
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