1. Video Analysis Inquiry-based Teaching

2. Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009 Goals Understand that inquiry teaching and learning have five essential features that apply at all grade levels Understand that the Five Essential Features of Inquiry exist on a continuum from more teacher- centered to more student centered as described in the National Science Education Standards (Inquiry Addendum pp.21-33)

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

4. 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

5. Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009 All Sorts of Leaves Video As you view the video: Record evidence you see demonstrating that students have opportunities to ….. 1. engage in scientifically oriented questions 2. give priority to evidence in responding to questions 3. formulate explanations from evidence 4. connect explanations to scientific knowledge 5. communicate and justify explanations

6. 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?

7. Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009 Teaching Elementary Science Teaching Elementary Science What do I know about developing a classification system ? Descriptive words as attributes Using precise science language Focusing on examples of previously designed classification systems. Collecting data Recording data Classifying/Sorting Leaves Displaying data using a pictograph

8. Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009 Video Segment 1: Collecting Data in the Courtyard 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 Elementary Science Teaching Elementary Science What do I know about developing a classification system ? Descriptive words as attributes Using precise science language Focusing on examples of previously designed classification systems. Collecting data Recording data Classifying/Sorting Leaves Displaying data using a pictograph

10. Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009 Video Segment 2: Classifying/Sorting Leaf Collections 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 Teaching Elementary Science Teaching Elementary Science What do I know about developing a classification system ? Descriptive words as attributes Using precise science language Focusing on examples of previously designed classification systems. Collecting data Recording data Classifying/Sorting Leaves Displaying data using a pictograph

12. Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009 Video Segment 3: Displaying Data Using a Pictograph What were the students doing? What was the teacher doing? What was the purpose of the activity?

13. 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

14. 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?

15. 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?

16. 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?

17. 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.

18. Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009 This material is based on work supported by the National Science Foundation under Grant No. EHR- 0314914. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the granting agency.