Transcript Example Lesson #1 - Norwin School District

Achieving Student Success
through Excellence in Teaching
STEM Curriculum Materials
Assessment
Professional Development
Community/Administrative Involvement
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Materials Support
Consulting Services
High School Inquiry for
STEM Educators
Tina Gaser
Stephanie Rakowski
Deborah Spencer
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What is Inquiry?
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C.S.I.
(Card Sort Inquiry)
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Looking a Little Closer
(1) This is inquiry
(2) This is not inquiry
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0%
No
0%
Ye
s
1. Students receive
factual information
from their teacher
through lecture and
textbook readings.
0%
No
0%
Ye
s
2. Students
formulate evidencebased explanations
of scientific
phenomenon and
communicate these
explanations to their
peers.
0%
No
0%
Ye
s
3. The teacher helps
the students connect
consistent patterns in
their data to
established scientific
laws or principles
(e.g., Boyle’s Law,
Ohm’s Law).
4. Students design
and conduct
investigations that
are based upon their
own questions about
scientific
phenomenon.
0%
0%
s
Ye
No
5. Students read a
case study that
describes a debate
among scientists
where the two
competing sides
question the
evidence and logic of
the other (e.g., cold
fusion).
0%
0%
s
Ye
No
0%
No
0%
Ye
s
6. Students design
and conduct
investigations that
are based on
teacher-generated
questions about
scientific
phenomenon.
7. Students
analyze and
critique each
others’
explanations of
scientific
phenomenon.
0%
0%
s
Ye
No
0%
No
0%
Ye
s
8. The teacher leads
a class discussion
about procedures
that scientists
commonly use and
the similarities
between those
procedures and the
students’ laboratory
work.
Essential Features of Inquiry
Learner engages in content oriented questions.
Learner gives priority to evidence in responding to questions.
Learner formulates explanations from evidence.
Learner connects explanations to content knowledge.
Learner communicates and justifies explanations.
More Open
structure, more
responsibility from
Student
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More Guided
structure from
Teacher
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Alberta Learning Model
PLANNING
EVALUATING
RETRIEVING
SHARING
PROCESSING
CREATING
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High School Institute for Inquiry Goals
• To understand and recognize inquiry as a
means for developing knowledge and
understanding ideas.
• To practice strategies to purposefully
implement inquiry in the classroom.
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Teacher Testimonials
Dr. Susan Carrier
Ed Merk
Cynthia Ajemian
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S.T.E.M. Academy
Chemistry Classroom
• Our instruction is guided by:
– IB Curriculum
– State Standards
– Common Core Standards
• Academic Standards for Writing in Science and
Technical Subjects
Common Core: Writing in Science and
Technical Subjects
CC.3.6.9-10.A.
• Write arguments focused on discipline-specific
content.
– Introduce precise claim(s), distinguish the claim(s)
from alternate or opposing claims, and create an
organization that establishes clear relationships
among the claim(s), counterclaims, reasons, and
evidence.
Example Lesson #1
Electrolysis of Copper (II) Chloride
Day 1
CuCl2 (aq)  Cu (s) + Cl2 (g)
• Students make observations of the electrolysis of
copper (II) chloride. The reaction (shown above)
is not provided to the students.
• Students are then asked to deduce the products
of the reaction, and are asked to support their
claims using evidence and reasoning.
Example Lesson #1
(continued)Electrolysis of Copper (II) Chloride
Day 2
• Students are asked to evaluate samples of
student writing for the presence of valid
claims along with sufficient and relevant
evidence and reasoning.
• Students then edit their submissions from the
previous day, and they are graded by the
teacher.
Example Lesson #2:
Cu + AgNO3 Lab
The problem:
• Experimentally determine the value for X:
Cu (s) + XAgNO3 (aq)  Cu(NO3)X + XAg
http://www.wholeclassinquiry.com/
Downingtown S.T.E.M. Academy
Inquiry Learning in a Mathematics
Classroom
S.T.E.M. Academy Mathematics
Classroom
We follow the Common Core’s Standards for Mathematical
Practice:
• Make sense of problems and persevere in solving them.
• Reason abstractly and quantitatively.
• Construct viable arguments and critique the reasoning of
others.
• Model with mathematics.
• Use appropriate tools strategically.
• Attend to precision.
• Look for and make sense of structure.
• Look for and make sense of regularity in repeated
reasoning.
Before…
Solve the following inequality and graph the solution on a number line:
-2x < 6
x > -3
-3
Typical Question from Students: “Why did the inequality symbol flip?”
Typical Answer from Teachers: “Because” or “When you divided both sides of
the inequality by a negative number, you changed the sign of the numbers in
the solution set of the variable. When the sign of numbers change from
positive to negative or vice versa, the order of the numbers change.”
Typical Reaction from Students: “Ok?”
After…
Let y1 = -2x and y2 = 6
Graph y1 and y2 on the same coordinate plane.
y2
y
1 equal to -3.
X must be greater than or
Inquiry based questions:
1. What is the value of x where the two
lines intersect?
2. For what values of x is the blue line
(y1 = -2x ) physically below the red
line (y2 = 6)?
3. Indicate the values of x for when the
blue line is at the same height or
below the red line.
Goals of Attacking a Problem in this
Format…
Reflecting back on the common core:
1. Make sense of problems and persevere in
solving them.
2. Model with mathematics.
3. Look for and make sense of structure.
Reflection…
Inquiry in mathematics not only helps reinforce the
recommendations made by the common core, but it also helps
set the stage for more higher order thinking problems such as:
The cost function to produce a particular item is C(x) = 1600 +
40x, and the revenue generated by selling the item can be
expressed as R(x) = 100x – 0.5x2. How many items do you have
to produce and sell in order to make a profit?
Essential Features of Inquiry
Learner engages in content oriented questions.
Learner gives priority to evidence in responding to questions.
Learner formulates explanations from evidence.
Learner connects explanations to content knowledge.
Learner communicates and justifies explanations.
More Open
structure, more
responsibility from
Student
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More Guided
structure from
Teacher
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Benefits for the teacher and students
• Increased teacher effectiveness and self-efficacy
• Inquiry becomes a philosophy of teaching and
learning
• Development of the skills and practices
necessary for critical thinking, problem solving
and literacy
• Inquiry based learning is a foundational
component of a successful STEM program.
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Questions and Answers
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Please take a few minutes to
complete the session evaluation.
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