Inquiry In Instruction [I 3 ] HS-MASS III

1. Inquiry In Instruction [I3]HS-MASS III Michigan Mathematics & Science Center Network

2. Inquiry In InstructionOutcomes • Identify key elements of an inquiry based approach to teaching. • Change current practices to become more inquiry based in nature. • Develop lessons and investigations that exemplify the key elements of inquiry instruction. • Implement knowledge and pedagogical skills related to formative assessment to support inquiry learning.

3. Inquiry In Instruction Requirements of participants • Mathematics & Science teachers: 8 - 12 • Complete pre and post teacher survey • Develop lesson(s) to be taught to at least one science class • Administer pre & post student assessment • Attend all I3 sessions

4. Goals, Activities & Timeline Day 1 Goal: Develop deep understanding of scientific inquiry and how it looks in the classroom. Identify at least one target science lesson. Day 2 Goal: Develop one inquiry-based lesson or lab activity to be implemented in at least one science class. Complete the lesson-design template to be shared with your colleagues. Day 3 Goal: Reflect upon the complexities of inquiry-based teaching and learning.

5. MME Update – Spring 2009 MME: score derived from 20 ACT items + 32 Michigan items ACT 40 items - (35 minutes) Only 20 of the 40 items will count for total MME score. Reminder: ACT College Readiness Standards Michigan Supplement: 32 that count + 17 field (supplemental), 40 minutes Each discipline assessed by standard: 16 testable standards in all…2 questions per standard … Chemistry standards 2 and 3 were combined. • 8 Earth Science items • 8 Physics items • 6 Chemistry items • 8 Biology items • 2 R1.2 (Reflecting – not assessed on ACT) items • 0 R1.1 items (because ACT assesses many inquiry items)

6. Testing Information • 12 test forms - all in each building • ½ are common on each form, ½ are different and randomized • All HSCE’s tested across 12 forms • Random sampling of HSCE’s • The results of the MME science test will be reported across 16 standards; 1 for Inquiry/Reflecting, 4 for Biology, 3 for Chemistry, 4 for Earth Science, and 4 for Physics. • Results will NOT include item analysis.

7. Inquiry : “The Coupled Pendulum” Exploration: Record Observations and Questions Form Testable Question: Manipulated (Independent), Responding (Dependent) and Controlled Variables Design an Investigation to test the question Conduct the Investigation (and collect data!) Communicate your Results (include a picture, your question, your answer, AND the data/evidence supporting your answer)

8. Inquiry : “The Coupled Pendulum” 1. What was your experience as a learner in this inquiry activity? 2. In what ways were you “doing science?”

9. Engage Evaluate Explore Elaborate Explain The 5E Learning Cycle Learning involves making sense of 1) prior experiences, and 2) new first-hand explorations.

10. The 5-E Learning Cycle: Match the Student Activity with the 5-E Stage: • Engage • Explore • Explain • Elaborate and • Evaluate ___ Student demonstrates an understanding of the concept or skill. ___ Student shows interest in the topic. ___ Student applies explanations and skills to a new but similar situation. ___ Student listens critically as other students explain their answers or solutions. ___ Student records observations and ideas.

11. The 5-E Learning Cycle: Match the Student Activity with the 5-E Stage: • Engage • Explore • Explain • Elaborate and • Evaluate _E_ Student demonstrates an understanding of the concept or skill. _A_ Student shows interest in the topic. _D_ Student applies explanations and skills to a new but similar situation. _C_ Student listens critically as other students explain their answers or solutions. _B_ Student records observations and ideas.

12. The 5-E Learning Cycle: Match the Teacher Activity with the 5-E Stage: • Engage • Explore • Explain • Elaborate and • Evaluate ___ Teacher creates interest and generates curiosity. ___ Teacher expects students to use formal definitions and explanations provided previously. ___ Teacher asks students for justification (evidence) and clarification. ___ Teacher redirects students’ investigations by asking probing questions. ___ Teacher allows students to assess their own learning.

13. The 5-E Learning Cycle: Match the Teacher Activity with the 5-E Stage: • Engage • Explore • Explain • Elaborate and • Evaluate _A_ Teacher creates interest and generates curiosity. _D_ Teacher expects students to use formal definitions and explanations provided previously. _C_ Teacher asks students for justification (evidence) and clarification. _B_ Teacher redirects students’ investigations by asking probing questions. _E_ Teacher allows students to assess their own learning.

14. The 5-E Learning Cycle: Are the following examples of student behaviors … “C” Consistent with the 5-E Instructional Model, or “I” Inconsistent with the 5-E Instructional Model: ____ Student asks, “Is this the ‘right’ answer?” ____ Student works with little or no interaction with others. ____ Student discusses alternatives with others. ____ Student draws conclusions from “thin air,” i.e. ignores previous information. ____ Student accepts explanations without justification. ____ Student answers open-ended questions using evidence and previously accepted explanations. ____ Student uses previously-recorded observations in explanations. ____ Student asks “Why did this happen?” ____ Student offers only memorized definitions or explanations. ____ Student uses previous information to ask questions and propose solutions. ____ Student seeks and offers no more than one solution to a problem.

15. The 5-E Learning Cycle: Are the following examples of student behaviors … “C” Consistent with the 5-E Instructional Model, or “I” Inconsistent with the 5-E Instructional Model: _I__ Student asks, “Is this the ‘right’ answer?” _I__ Student works with little or no interaction with others. _C_ Student discusses alternatives with others. _I__ Student draws conclusions from “thin air,” i.e. ignores previous information. _I__ Student accepts explanations without justification. _C_ Student answers open-ended questions using evidence and previously accepted explanations. _C_ Student uses previously-recorded observations in explanations. _C_ Student asks “Why did this happen?” _I__ Student offers only memorized definitions or explanations. _C_ Student uses previous information to ask questions and propose solutions. _I__ Student seeks and offers no more than one solution to a problem.

16. The 5-E Learning Cycle: Are the following examples of teacher behaviors … “C” Consistent with the 5-E Instructional Model, or “I” Inconsistent with the 5-E Instructional Model: _____ Teacher provides premature answers to students’ questions and states conclusions. _____ Teacher encourages students to explain concepts in their own words. _____ Teacher leads students step-by-step to a solution. _____ Teacher acts as a “consultant” for students. _____ Teacher generates interest and curiosity, and raises questions. _____ Teacher does not solicit students’ explanations. _____ Teacher asks open-ended questions such as “What evidence do you have?” _____ Teacher lectures. _____ Teacher refers students to existing evidence and asks “What do you already know?” _____ Teacher tests vocabulary words and isolated facts. _____ Teacher reminds students of alternate explanations.

17. The 5-E Learning Cycle: Are the following examples of teacher behaviors … “C” Consistent with the 5-E Instructional Model, or “I” Inconsistent with the 5-E Instructional Model: __I__ Teacher provides premature answers to students’ questions and states conclusions. __C_ Teacher encourages students to explain concepts in their own words. __I__ Teacher leads students step-by-step to a solution. __C_ Teacher acts as a “consultant” for students. __C_ Teacher generates interest and curiosity, and raises questions. __I__ Teacher does not solicit students’ explanations. __C_ Teacher asks open-ended questions such as “What evidence do you have?” __I__ Teacher lectures. __C_ Teacher refers students to existing evidence and asks “What do you already know?” __I__ Teacher tests vocabulary words and isolated facts. __C_ Teacher reminds students of alternate explanations.

18. A Definition of Inquiry Inquiry investigations usually involve • Generating a question or problem to be solved, • Brainstorming possible solutions to the problem, • Stating a hypothesis to test, • Choosing a course of action and carrying out the procedures of the investigation, • Gathering and recording data through observation and instrumentation to draw appropriate conclusions, and • Communicating the findings.

19. 5 Essential Features of Inquiry • Learners are engaged by scientifically oriented questions. • Learners give priority to evidence, which allows them to develop and evaluate explanations that address scientifically oriented questions. • Learners formulate explanations from evidence to address scientifically oriented questions. • Learners evaluate their experiences in the light of alternative explanations, particularly those reflecting scientific understanding. • Learners communicate and justify their proposed explanations.

21. Clarification of the Standard 1.1 and 1.2Scientific Inquiry Content Expectations Which expectations were most strongly emphasized? How could you emphasize Content Expectations that were lacking? (be prepared to share)

22. Preparing to observe the case study From your notebook you will need: CASE STUDY OBSERVATION SHEET DEFINITIONS OF TEACHING/LEARNING ELEMENTS We will choose one high school video lesson to observe: Chemical Reactions, Investigating Crickets, Exploring Mars, or The Physics of Optics

23. DEFINITIONS OF TEACHING/LEARNING ELEMENTS 1. Worthwhile topics and tasks. Students are engaged in problem-solving, questioning activities, reasoning exercises, projects; develop constructs/conceptual understanding; and/or apply math or science to real-world and student-relevant situations to develop understanding and skills. Topics/tasks are relevant to curriculum standards. 2. Teacher’s role in discourse. The teacher poses questions and tasks that elicit, engage, and/or challenge each student’s thinking; listens carefully to student ideas, asking for clarification and justification of ideas, guiding discussion, and promoting communication about pertinent math or science ideas. 3. Student’s role in discourse. Students are engaged in ways so they listen to, respond to, and question the teacher and one another; initiate ideas/questions/problems; make conjectures and present solutions; explore examples and counter-examples to investigate an idea/conjecture; try to convince themselves and others that a particular result/solution/process is valid.

24. DEFINITIONS OF TEACHING/LEARNING ELEMENTS 4. Tools for enhancing discourse. As appropriate, students use math/science equipment and supplies; computers, calculators; manipulatives and other concrete materials; tables, graphs, diagrams, photos, references; math/science terms and symbols; and written or oral explanations or presentations. 5. Learning environment. The teacher provides and structures the time necessary to explore the math/science ideas of the lesson; implements the lesson so everyone is actively involved; uses the physical space and materials to facilitate student learning; promotes collaboration among students; and respects and values students’ ideas, questions, and ways of thinking.

25. Video Debrief Using your observational data, answer the two questions: In what ways did the classroom help students comprehend the nature of science? 2. What is your evidence? (be prepared to share with whole group)

26. Enhancing a Lesson by Addressing Inquiry Use the “Enhancing a Lesson…” sheet Pick one component of inquiry that you would like to try out. Using an existing lesson, plan how you could insert this particular inquiry component. Conduct the lesson and bring samples of student work to the next session. Reference: “Developing the Essential Features of Inquiry”

27. Reminders for next session 1. Give the student pre-test. 2. Bring in a lesson you will modify at the next session.

28. Science Committee Members Mike Gallagher, Oakland County MSTC Cheryl Hach, Kalamazoo Area MSC Greg Johnson, Wayne RESA/MSC David McCloy, SVSU Regional MSC LaMoine Motz, Oakland County MSTC