Jeff Marshall Clemson University SC2 Conference—Nov. 2009 Building and Implementing a Formative Plan to Improve Inquiry-based Instruction Jeff Marshall Clemson University SC2 Conference—Nov. 2009  

Session Overview We all want to be better teachers. So how do we best achieve this transformation? Session will: detail the critical components of inquiry-based instruction that lead to improved student achievement help develop a plan to transform practice

What makes better teaching? More flash and bang? More hands-on? More vocabulary? More content? Answer: NO, NO, NO, & NO Solution: more focused, intentional, formative, minds-on, reflective teaching—BETTER TEACHING

Session Focus INQUIRY-BASED instruction and learning National Science Education Standards (NRC, 1996) Inquiry and the NSES (NRC, 2000) Inquiry Within (Llewellyn, 2007) 4E x 2 Instructional Model (www.clemson.edu/iim)

What is Inquiry? Inquiry is… multifaceted activity that engages students in observing questioning (scientific) predicting planning investigations gathering and analyzing data communicating solutions and explanations considering alternate hypotheses

Inquiry Continuum Inquiry—not an either/or Pre-Inquiry or Non-Inquiry—other strategy used Developing Inquiry—prescriptive/cookbook Proficient Inquiry—often guided Exemplary Inquiry—maximal student engagement Proficient Inquiry—is often guided but challenges students to think and problem solve within the context of critical content.

Facilitating Inquiry Learning increases when one or more of the following areas improves: Instruction (How do I lead?) Discourse (How do we interact?) Assessment (How is instruction influenced by student achievement/knowledge?) Curriculum (What guides teaching and learning?) All four are inter-related but will consider each independently.

Instructional Factors Instructional Strategies Order of Instruction Teacher Role Student Role Knowledge Acquisition

Order of Instruction

Discourse Factors Questioning Level Complexity of Questions Questioning Ecology Communication Pattern Classroom Interactions

Complexity of Questions

Assessment Factors Prior Knowledge Conceptual Development Student Reflection Assessment Type Role of Assessing

Prior Knowledge

Curriculum Factors Content Depth Learner Centrality Integration of Content and Investigation Organizing and Recording Information

Learner Centrality

You and Your Class Focus on one indicator from each category (instruction, discourse, assessment, and curriculum) to improve. Make small changes to lessons until you consistently earn at least a proficient.

Further Information Jeff C. Marshall, Clemson University email: marsha9@clemson.edu website: www.clemson.edu/iim The Science Teacher, April 2009 issue