Transcript Levels of Inquiry

DIFFERENTIATING
SCIENCE PRACTICES
Dr. Ellen Schiller
Grand Valley State University
Ms. Jacque Melin
Grand Valley State University
GRANT - Science Teacher Education and
Development – Part 3 (STEAD–3)
Other Differentiated Strategies
www.formativedifferentiated.com
• Choice Boards
• Station 1- Tic Tac Toe
• Station 2 – Triarchic – “Trimind”
• Station 3 - RAFT
• Station 4 - Show and Tell
• Station 5 - Profiler
• Tiering
• Station 6 - Thinkdots or Cubes
• Sara Schuemann (4th grade) and Lindsey Lantz (7th grade) examples
•
BLUE
GREEN
Llewellyn
Seven Segments of Scientific Inquiry
• The Question
• 1. Exploring a Phenomenon
• 2. Focusing on a Question
• The Procedure
• 3. Planning the Investigation
• 4. Conducting the Investigation
• The
• 5.
• 6.
• 7.
Results
Analyzing the Data and Evidence
Construction New Knowledge
Communicating the Knowledge
Llewellyn
Approaches to Inquiry
• Demonstrated Inquiry
• Structured Inquiry
• Guided Inquiry
• Self-Directed Inquiry
• Students formulate the question
• Students plan and carry out the procedure
• Students analyze the results
• Students communicate what was learned (this could also be
differentiated)
Levels of Inquiry (Llewellyn)
Demonstrated
Inquiry or
Discrepant
Event
Structured
Inquiry
Guided
Inquiry or
TeacherInitiated
Inquiry
Self-Directed
Inquiry or
StudentInitiated
Inquiry
Posing the
question
Teacher
Teacher
Teacher
Student
Planning the
procedure
Teacher
Teacher
Student
Student
Analyzing
the results
Teacher
Student
Student
Student
uestion
Application
xplanation
Knowledge Probe
valuation
Data Analysis
rediction
Investigative Plan
bservation
Habits of Mind Goal:
Self-Direction
Differentiation and Choice
• While some students may need more direction and
guidance from an adult, others are ready to move on
to an open, self-directed science inquiry.
Three C’s
Helping students feel capable, connected and in control…
• Capable – held to high expectations, provided with appropriate
support, given task-specific feedback, focus is on students’
academic progress
• Connected – teach cooperation, encourage collaboration,
transfer responsibility to working groups
• Control – offer choices, teach decision making, make
curriculum relevant and interesting, show the value of learning.
Explain a Structured Investigation with M&M’s
Can you predict the number of each color of M&M’s in this
king-sized bag?
Explain a Guided Investigation with M&M’s
• What would happen if you placed an M&M in a container
of water?
As students are working on planning the procedure and
organizing the results, are students…
• Using qualitative and quantitative observations?
• Stating claim/evidence (reasoning)?
Learning about collecting data
Qualitative Observations:
Data I collect using by five
senses (feeling, seeing,
hearing, smelling, or
tasting). I check with my
teacher about tasting.
Record by writing
descriptions, making
sketches, taking photos,
using video/audio,
samples
Quantitative Observations:
Data I collect by taking
measurements and by
counting. Recorded using
numbers. Need to be
labeled.
CER Graphic
What would happen if you placed an
M&M in a container of water?
• Claim: (answers the question): The outside colored coating
dissolves into the water and the “m” floats to the top of the
water.
• Evidence: (how do you know that happened): We put a blue
plain M&M with the “M” facing up in a paper bowl filled with
room temperature water. We observed the colored shell
dissolving into the water, then the “m” floated to the top. This
took 3 minutes to happen.
• Reasoning: (why?): The “m” on M&Ms are printed in edible
white ink. The ink won't dissolve in water. When the candy shell
dissolves, the letters peel off and float to the top.
Do Self-Directed Inquiry with M&M’s
Self-Directed Investigation with M&M’s
(differentiated)
Explanation of …….(Question)
• Do plain M&M’s dissolve at the same rate as peanut M&M’s?
• Claim (Using sentences, answer your original Question):
• Evidence (Summarize how the data you gathered is used to
support your claim, include specific examples):
• Reasoning:
• How does your data support or challenge your personal
knowledge?
Students present findings
• Lab report
• Video
• Speech/presentation
• Blog
• Pictures
• Website
• Etc.
Your Questions?????