Transcript Document
ENHANCING INQUIRY TEACHING Karen Hollweg Building a Presence for Science Education in Florida Jacksonville, FL October 16, 2003 Expectations/Outcomes During this session, I expect you to 1. Develop clear images and a deeper understanding of what Inquiry looks like in classrooms 2. Use & consider applying these PD strategies/techniques for enhancing inquiry teaching “back home”. My Assumptions: To work on improving Inquiry teaching, we have to inquire about it. There's not enough time to teach ONLY inquiry, inquiry needs to be focused on other Big Ideas/standards content. There are many different ways to teach Inquiry. We can learn from each other. I don't know everything. Introduce yourself to a neighbor. Working with your neighbor, list 3 essential characteristics of inquiry teaching. Learning Cycle Engage Apply Evaluate Explore AGENDA I. Introduction – of participants & session format II. ENGAGE - Look inside a Japanese classroom, analyze the lesson in terms of characteristics of inquiry teaching III. EXPLORE the use of new tools for analyzing inquiry instruction while looking inside a Colo. classroom IV. EXPLAIN/PROCESS FOR MEANING - and frame questions you'd like to discuss with the class's teacher &/or colleagues V. REFLECTION - quiet time to think about what you've seen and done so far VI. APPLY - Thinking about the level of use of Inquiry in your school/district, what PD strategies could you use to lead teachers/colleagues in advancing their understanding of Inquiry and use of Inquiry in teaching? Evidence of Good Inquiry Teaching Things Observed That I Question On your group’s chart paper, list the most compelling evidence to show that this was a good inquiry lesson. At the bottom of the paper, attach the blue copy of Table 2.6 on which you have circled the cell in each row that best describes the lesson you observed. Table 2-6. Essential Features of Classroom Inquiry and Their Variations Essential Feature Variations 1. Learner engages in scientifically oriented questions Learner poses a question Learner selects among questions, poses new questions Learner sharpens or clarifies question provided by teacher, materials, or other source Learner engages in question provided by teacher, materials, or other source 2. Learner gives priority to evidence in responding to questions Learner determines what constitutes evidence and collects it Learner directed to collect certain data Learner given data and asked to analyze Learner given data and told how to analyze 3. Learner formulates explanations from evidence Learner formulates explanation after summarizing evidence Learner guided in process of formulating explanations from evidence Learner given possible ways to use evidence to formulate explanation Learner provided with evidence 4. Learner connects explanations to scientific knowledge Learner independently examines other resources and forms the links to explanations Learner directed toward areas and sources of scientific knowledge 5. Learner communicates and justifies explanations Learner forms reasonable and logical argument to communicate explanations Learner coached in development of communication Learner given possible connections Learner provided broad guidelines to sharpen communication Learner given steps and procedures for communication More ---------------------Amount of Learner Self-Direction---------------------------------Less Less----------------------Amount of Direction from Teacher or Material---------------------More CSSS Instructional Inquiry Rubric http://www.inquiryscience.com/documents/ Instruction.htm As you observe this class, use the CSSS/NLIST rubric for inquiry instruction to describe what you observe. A Key Principle of Adult Learning Adult learners need opportunities to safely explore questions about how something they already know connects to new concepts and ideas and to examine and modify their thinking as they challenge assumptions and beliefs. S. Mundry, et al., Designing Successful Professional Meetings and Conferences in Education, 2000 from Looking Inside the Classroom www.horizon-research.com/insidetheclassroom One condition that promotes adult learning is "careful and continuous guided reflection and discussion about the proposed ideas or changes.“ (S. Mundry, et al., Designing Successful Professional Meetings and Conferences in Education, 2000) Reflections on this BAP PD Session 1. What did I learn about teaching science as inquiry from today’s experience? 2. What strategies/activities used so far today would I like to try using with others? 3. How could I use/apply this experience in working with Points of Contact/other teachers to make changes in teaching through inquiry? 4. Think about the schools/teachers in your District. On a range of 1 (ineffective instruction) to 5 (exemplary instruction), where do you think the majority of them stand? Set Goals and Develop a Plan for leading teachers/colleagues in advancing their • understanding of Inquiry and • use of Inquiry in teaching Professional Development Rubric Professional development includes instruction on content topics . Teacher reads books on inquirybased instruction. Teacher takes workshops or college-level courses on inquirybased instruction, participates in inquiry discussion groups. Teacher does workshops and/or writes articles on inquiry-based instruction. Teacher is not aware of NSES. Teacher is familiar with but does not us NSES. Teacher frequently uses and cites NSES in teaching. Teacher consistently uses NSES as part of teaching and professional development. Teacher participates in one-day workshops based on current topics. Teacher occasionally participates in ongoing universitysponsored inquiry workshops. Teacher regularly participates in ongoing university-sponsored inquiry professional development sessions & seminars. Teacher participates in ongoing inquiry by working with local or university-level scientists or by developing original inquiry investigations. Teacher is not concerned with learning about inquiry pedagogy. Teacher attempts to use Internet resources, videos, software, and CD-ROMs to search for inquiry articles and best practice pedagogy. Teacher regularly uses Internet resources, videos, software, and CDROMs to search for inquiry articles and best practice pedagogy. Teacher frequently uses Internet resources, videos, software, and CD-ROMs to enhance practice of inquiry pedagogy. Teacher works as an individual. Teacher works with another teacher to share inquiry strategies and activities. Teacher works in collaboration with others to develop and share inquiry strategies. Teacher works in collaboration with others in study-group sharing units, articles, and success stories. Inquire Within: Implementing Inquiry-Based Science Standards, Douglass Llewellyn, Corwin Press, 2002.