ASTE Session: EQUIPping Teachers to Achieve Meaningful Inquiry- based Teaching and Learning Jeff C. Marshall Clemson University 2010 NSTA Presentation

Agenda Inquiry – Why inquiry? – What is it? – What does it look like? 19 Indicators of effective inquiry-based teaching and learning Examples Your teaching practice 2

Thinkers are needed— facts and information are quickly available! 3 Why Is Inquiry So Important? According to former secretary of Education Richard Riley

4 Informational slides from: Did you know 4.0—available on YouTube.

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So data are everywhere—now what? More focused, intentional, formative, minds- on, reflective teaching is needed—BETTER TEACHING But how? 9

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 ( 10

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 While engaging in learning key concepts 11

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 12 Proficient Inquiry—is often guided, but when effectively implemented, it can challenge 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. 13

Instructional Factors Instructional Strategies Order of Instruction Teacher Role Student Role Knowledge Acquisition 14

Order of Instruction 15

Discourse Factors Questioning Level Complexity of Questions Questioning Ecology Communication Pattern Classroom Interactions 16

Complexity of Questions 17

Assessment Factors Prior Knowledge Conceptual Development Student Reflection Assessment Type Role of Assessing 18

Prior Knowledge 19

Curriculum Factors Content Depth Learner Centrality Integration of Content and Investigation Organizing and Recording Information 20

Learner Centrality 21

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. 22

Further Information Jeff C. Marshall, Clemson University – – website: – The Science Teacher, April 2009 issue 23