1. Video Analysis Inquiry-based Teaching

2. Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009 Essential Features of Classroom Inquiry and their Variations

3. Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009 Essential Features of Classroom Inquiry 1. Learner engages in scientifically oriented questions A. Learner engages in question provided by teacher, materials, or other source B. Learner sharpens or clarifies question provided by teacher, materials, or other source C. Learner selects among questions, poses new questions D. Learner poses a question 2. Learner gives priority to evidence in responding to questions A. Learner given data and told how to analyze B. Learner given data and asked to analyze C. Learner directed to collect certain data D. Learner determines what constitutes evidence and collects it 3. Learner formulates explanations from evidence A. Learner provided with evidenceB. Learner given possible ways to use evidence to formulate explanation C. Learner guided in process of formulating explanations from evidence D. Learner formulates explanation after summarizing evidence 4. Learner connects explanations to scientific knowledge A. Learner given all connectionsB. Learner given possible connectionsC. Learner directed toward areas and sources of scientific knowledge D. Learner independently examines other resources and forms the links to explanations 5. Learner communicates and justifies explanations A. Learner given steps and procedures for communication B. Learner provided broad guidelines to use sharpen communication C. Learner coached in development of communication D. Learner forms reasonable and logical argument to communicate explanations Less…………………..Learner Self-Direction……………..More More……..…Direction from Teacher or Material…………..Less

4. Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009 Video Observation Sheet What were the students doing? What was the teacher doing? What was the purpose of the activity?

5. Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009 Teaching High School Science ~ The Physics of Optics ~ What do I know about vision? Focusing an image using an overhead projector Making an image with a candle, lens, and piece of paper Deriving equation for a lens Collecting experimental data Graphing data to determine equation Designing a human eye Presenting poster of eye

6. Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009 Video Segment 1: Making an image with a candle, lens, and piece of paper What were the students doing? What was the teacher doing? What was the purpose of the activity?

7. Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009 Teaching High School Science ~ The Physics of Optics ~ What do I know about vision? Focusing an image using an overhead projector Making an image with a candle, lens, and piece of paper Deriving equation for a lens Collecting experimental data Graphing data to determine equation Designing a human eye Presenting poster of eye

8. Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009 Video Segment 2: Collecting experimental data What were the students doing? What was the teacher doing? What was the purpose of the activity?

9. Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009 Teaching High School Science ~ The Physics of Optics ~ What do I know about vision? Focusing an image using an overhead projector Making an image with a candle, lens, and piece of paper Deriving equation for a lens Collecting experimental data Graphing data to determine equation Designing a human eye Presenting poster of eye

10. Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009 Video Segment 3: Designing a human eye What were the students doing? What was the teacher doing? What was the purpose of the activity?

11. Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009 Essential Features of Classroom Inquiry 1. Learner engages in scientifically oriented questions A. Learner engages in question provided by teacher, materials, or other source B. Learner sharpens or clarifies question provided by teacher, materials, or other source C. Learner selects among questions, poses new questions D. Learner poses a question 2. Learner gives priority to evidence in responding to questions A. Learner given data and told how to analyze B. Learner given data and asked to analyze C. Learner directed to collect certain data D. Learner determines what constitutes evidence and collects it 3. Learner formulates explanations from evidence A. Learner provided with evidenceB. Learner given possible ways to use evidence to formulate explanation C. Learner guided in process of formulating explanations from evidence D. Learner formulates explanation after summarizing evidence 4. Learner connects explanations to scientific knowledge A. Learner given all connectionsB. Learner given possible connectionsC. Learner directed toward areas and sources of scientific knowledge D. Learner independently examines other resources and forms the links to explanations 5. Learner communicates and justifies explanations A. Learner given steps and procedures for communication B. Learner provided broad guidelines to use sharpen communication C. Learner coached in development of communication D. Learner forms reasonable and logical argument to communicate explanations Less…………………..Learner Self-Direction……………..More More……..…Direction from Teacher or Material…………..Less

12. Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009 Inquiry-Based Teaching How would you interpret our analysis of the video segments on the inquiry continuum?

13. Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009 Inquiry-Based Teaching How well do the video images match your perceptions of inquiry in the classroom?

14. Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009 Debrief What is your “Take-home” message from our analysis of the video segments?

15. Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009 Teaching Strategies for Inquiry Teaching strategies for inquiry include: focusing and supporting inquiries while interacting with students, orchestrating discourse among students about scientific ideas, encouraging and modeling the skills of scientific inquiry, encouraging and modeling curiosity about science, encouraging and modeling openness to new ideas and data, encouraging and modeling legitimate skepticism about scientific ideas and evidence.