Four Steps for Improving Inquiry- Based Teaching and Learning Jeff C. Marshall Clemson University 2009 NSTA Presentation

Agenda Inquiry – What is it? – What does it look like? 4 critical components of effective inquiry- based teaching and learning Examples Your teaching practice 2

What NSTA can and cannot do? Can—help motivate, help network, provide ideas,… Cannot—provide a magic elixir for improving learning in your class!!! SO…new ideas, motivation,…+ what improves learning? 3

BETTER TEACHING So do you need more flash and bang? More hands-on? More vocabulary? More content? Answer: NO, NO, NO, & NO Rather—more focused, intentional, formative, minds-on, reflective teaching—BETTER TEACHING 4

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 ( 5

What is Inquiry? 100% consensus lacking, but inquiry is… multifaceted activity that involves students observing questioning (scientific) predicting planning investigations gathering and analyzing data communicating solutions and explanations considering alternate hypotheses 6

Inquiry Continuum Inquiry follows a continuum—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 7 Proficient Inquiry—is often guided but challenges students to think and problem solve within the context of critical content.

Facilitating Inquiry If you improve the following areas—learning increases! 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?) Although all are inter-related, each will be considered independently. 8

Instructional Factors Instructional Strategies Order of Instruction Teacher Role Student Role Knowledge Acquisition 9

Order of Instruction 10

Discourse Factors Questioning Level Complexity of Questions Questioning Ecology Communication Pattern Classroom Interactions 11

Complexity of Questions 12

Assessment Factors Prior Knowledge Conceptual Development Student Reflection Assessment Type Role of Assessing 13

Prior Knowledge 14

Curriculum Factors Content Depth Learner Centrality Integration of Content and Investigation Organizing and Recording Information 15

Learner Centrality 16

You and Your Class Focus on one indicator for each category (instruction, discourse, assessment, and curriculum) to improve. Make small changes to lessons until you consistently earn at least a proficient. 17

Further Information Jeff C. Marshall, Clemson University – – website: – The Science Teacher, April 2009 issue 18