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Four Steps for Improving Inquiry-Based Teaching and Learning

Four Steps for Improving Inquiry-Based Teaching and Learning. Jeff C. Marshall Clemson University 2009 NSTA Presentation. Agenda. Inquiry What is it? What does it look like? 4 critical components of effective inquiry-based teaching and learning Examples Your teaching practice.

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Four Steps for Improving Inquiry-Based Teaching and Learning

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  1. Four Steps for Improving Inquiry-Based Teaching and Learning Jeff C. Marshall Clemson University 2009 NSTA Presentation

  2. Agenda • Inquiry • What is it? • What does it look like? • 4 critical components of effective inquiry-based teaching and learning • Examples • Your teaching practice

  3. What NSTA can and cannot do? • Can—help motivate, help network, provide ideas,… • Cannot—provide a magic elixir for improving learning in your class!!! SO…new ideas, motivation,…+ what improves learning?

  4. BETTER TEACHING So do you need more flash and bang? More hands-on? More vocabulary? More content? Answer: NO, NO, NO, & NO Rather—more focused, intentional, formative, minds-on, reflective teaching—BETTER TEACHING

  5. Session Focus • INQUIRY-BASED instruction and learning • National Science Education Standards (NRC, 1996) • Inquiry and the NSES (NRC, 2000) • Inquiry Within (Llewellyn, 2007) • 4E x 2 Instructional Model (www.clemson.edu/iim)

  6. What is Inquiry? • 100% consensus lacking, but inquiry is… multifaceted activity that involves students observing questioning (scientific) predicting planning investigations gathering and analyzing data communicating solutions and explanations considering alternate hypotheses

  7. Inquiry Continuum • Inquiry follows a continuum—not an either/or • Pre-Inquiry or Non-Inquiry—other strategy used • Developing Inquiry—prescriptive/cookbook • Proficient Inquiry—often guided • Exemplary Inquiry—maximal student engagement Proficient Inquiry—is often guided but challenges students to think and problem solve within the context of critical content.

  8. Facilitating Inquiry • If you improve the following areas—learning increases! • Instruction (How do I lead?) • Discourse (How do we interact?) • Assessment (How is instruction influenced by student achievement/knowledge?) • Curriculum (What guides teaching and learning?) Although all are inter-related, each will be considered independently.

  9. Instructional Factors • Instructional Strategies • Order of Instruction • Teacher Role • Student Role • Knowledge Acquisition

  10. Order of Instruction

  11. Discourse Factors • Questioning Level • Complexity of Questions • Questioning Ecology • Communication Pattern • Classroom Interactions

  12. Complexity of Questions

  13. Assessment Factors • Prior Knowledge • Conceptual Development • Student Reflection • Assessment Type • Role of Assessing

  14. Prior Knowledge

  15. Curriculum Factors • Content Depth • Learner Centrality • Integration of Content and Investigation • Organizing and Recording Information

  16. Learner Centrality

  17. You and Your Class • Focus on one indicator for each category (instruction, discourse, assessment, and curriculum) to improve. • Make small changes to lessons until you consistently earn at least a proficient.

  18. Further Information • Jeff C. Marshall, Clemson University • email: marsha9@clemson.edu • website: www.clemson.edu/iim • The Science Teacher, April 2009 issue

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