Where are the Instructions?Using Inquiry in the Classroom
Dale EizengaHolland Christian HSCEA Oct 24, 2013
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SB - CEU code:
Slides are at:slideshare.net
Let’s sit by similar disciplines
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About me:
Taught Chemistry at HCHS for 20yrs
2008-2010 - GVSU Target Inquiry
2008 - started using movies to teach skills (Flipped Classroom)
2012 - started using Standards-based Grading
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What is Inquiry ?As with any hot topic: Lots of ideas
Common characteristics
“Need to Know” information- flipped learning helps w/this
More than one solution- SBG helps with this
Student-directed
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What isn’t Inquiry?Verification Labs - one correct answer
Students:
know the answer beforehand
focus is “doing it right” & an expected result
expect data to support the expected answer
don’t see a need for multiple trials
do the same procedure looking for the same result (earn a grade like worksheet)
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What isn’t Inquiry?Verification Labs
Teacher: Focus on Efficiency:
very clear directions - “student-proof”
all materials set up carefully - lots of students accessing them at the same time
“Fill-in-the-Blank” data tables
short answers to questions (same for all)
quick “did you do it” grades
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What isn’t Inquiry?Teacher - directed
No/little student choice
document/product created by teacher
procedure created by teacher
materials chosen by teacher
How does this fit w/ your discipline?
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Common MisconceptionsI don’t have TIME: I have too much to cover
Breadth vs. Depth tension
How effective is your current methods?(Caught vs. Taught)
I can’t take the CHAOS:
Students discover anything: totally open-ended
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Practical InformationTeachers who haven’t learned through inquiry will struggle to teach with it.
Levels of Inquiry (Fay & Bretz, Science Teacher 2008)
Level Question Method Solution
0 Teacher Teacher Teacher
1 Teacher Teacher
2 Teacher
3
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Practical InformationSeveral styles of going “inquiry-based”
Style 1:Start low & gradually progress to higher levels
Pro: time to develop skills needed at higher levels
Con: students resist, little time at higher levels
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Practical InformationSeveral styles of going “inquiry-based”
Style 2:Start low & quickly progress to higher levels
Pro: more time at higher levels
Con: too much too fast, can be difficult for students sustain the independence required for highest levels
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Practical InformationSeveral styles of going “inquiry-based”
Style 3:Use various levels within broad units
Pro: experiences at all inquiry levels in varied topics, don’t have to redesign everything at once
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Practical InformationTell students WHY you are doing this style
esp. important for students who have been successful in the traditional school setting.
Get feedback from students & adapt
Use “flipped classroom” methods to gain time - use for skills needed at diff. times by diff. students
Everything in moderation!
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Examples:Acid & Base Intro Activity: Low Level
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Examples:Titration Lab - old style
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Examples:Titration Lab - today
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Examples:Reaction Rates experiment: high level
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Thanks! & Questions?SB-CEU code:
Starting:
Ending:
Slides are at - slideshare.net
Contact me:
Dale Eizenga - Holland Christian [email protected]
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