1. 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

2. 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

3. 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

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? 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

6. 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.

7. 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.

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 from 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