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Inquiry-Based Teaching

Inquiry-Based Teaching. Gail Dickinson, Ph.D. 2015-2016. Importance of Quality Instruction. The single greatest impact on student achievement = Classroom teachers Most significant factor that influences achievement gains = Quality instruction

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Inquiry-Based Teaching

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  1. Inquiry-Based Teaching Gail Dickinson, Ph.D. 2015-2016

  2. Importance of Quality Instruction • The single greatest impact on student achievement = Classroom teachers • Most significant factor that influences achievement gains = Quality instruction • 27% American PhD Scientists influenced by teacher • More important for girls

  3. How should teachers teach? • Think about your own experience as a science student. • What did a typical science lesson look like? • What did the teacher do? • What did you do as a student?

  4. Learning • Learning has nothing to do with what the teacher covers. Learning has to do with what the student accomplishes (Wong, 2009) • Lessons in which students listen passively, do individual seatwork, or copy from the blackboard correlate with lower student achievement (Tandon & Fukao, 2015).

  5. Problems with Lecture • Students bring ideas to lessons. Lecture does not change those ideas. • Students memorize correct responses without understanding. • Students cannot apply knowledge. • Emphasis is on lowest level of Bloom’s taxonomy.

  6. The 5E Model of Instruction

  7. 5E Model of Instruction ENGAGE • Students mentally focus on an object, problem, situation, or event • Make connections to past & future activities • Ask question, define problem, show discrepant event, imagine, acting out problematic situation

  8. ENGAGE • Imagine a baby on a swing. • How can I make the baby swing faster? • Assess: Check prior knowledge listed.

  9. EXPLORE • Give all students common, concrete experiences to build concepts, processes, and skills • Student-centered, Teacher guided • Teacher asks questions as students work to help them explore. DO NOT GIVE ANSWERS

  10. EXPLORE • Write your predictions for the 3 testable variables. • Test ONE variable at a time. • E.g., Short vs long string with one washer and 90°Angle of release) • E.g. 2 One washer vs 2 washers keeping the same length string and angle of release.

  11. EXPLAIN • Provides common use of terms relative to the learning experience. • Ask students to give their explanations • Connect explanations to experiences in engagement & exploration. • Focus on how and why things worked – not just what happened. • Present concepts, processes, or skills briefly, simply, clearly, & directly.

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