3. Discrepant Event 116/116 09-10...Psychology of Instruction Feb 10, 2010 8:30 – Noon Inquiry...

Psychology of InstructionFeb 10, 2010 8:30 – Noon

Inquiry & the 5 Es

1. Q & A regarding Quiz #12. Inquiry-based instruction3. Discrepant Event4. 5 Es5. The rest of your lesson plans6. Prep for next week’s reading

& quiz #2-1-

Teaching. . .Is there a better way than this?

Inquiry-based Teaching1.Learn how understanding is constructed (or uncovered)

2. Scaffold the content you teach

3. Learning progressions

simplistic sophisticatedspiral path of key conceptsfewer topics

Jean Piaget John Dewey

Lev Vygotsky

Jerome Bruner

What is a Discrepant Event?

In small groups: Make a cube with gumdrops & toothpicksWhat do you think will happen when you dip the cube into the bubble mixture, then take it out?

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What does this have to do with inquiry-based

instruction?

ENGAGEPiquing students’ curiosity, hooking them, & focusing

attention on the topic

EXPLOREGathering evidence, trying out hunches, pursuing answers to

questions.

EXTENDDigging deeper, applying new understandings, presenting and

defending, working through misconceptions.

EXPLAINMaking sense of experiences and questions, describing & justifying explanations for

interpretations.

EVALUATE

With Your Lesson Plan Partner:Devise a discrepant event to introduce your lessonOutline an inquiry process that emerges from the discrepant event and incorporates the 5 EsUse the 5 Es guiding prompts from your reading (or the handout)Be ready to briefly tell us what your lesson is about, your discrepant event, and how some aspect of inquiry (just one of the 5 Es is fine) will build on this discrepant event

How could you pique your students’ curiosity?How could you hook them?How can you focus their attention on the topic?

Engage

What activities will allow students to handle and manipulate materials?How could you help students make discoveries?How can you get students to talk about their discoveries?

Explore

How could you help students make sense of their observations and questions?How could you help students describe what they see?How can you help students withexplanations for why things happened certain ways?

Explain

How will students apply newly learned concepts and skills to new situations?How could you help them to present and defend their understandings and explanations?What are possible student misconceptions and how would help students work through them?

Extend

What kinds of evidence will reveal what students understandand grasp about the big ideas?What are some different ways you could monitor progress?How can you help students self-assess their own learning?

Evaluate

Now flesh out the rest of your lesson plan

Instructional strategies to guide inquiry and generate evidence

Using the prompts for the 5 Es, outline the strategies you will use to carry out the 5 Esin your lessons.Organize the steps for what will happen first, second and so on:1. Introducing2. Developing3. ConcludingIncorporate a balance of analytical, creative and practical activities to assure that instruction will be sufficiently differentiated.

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Taking it further. . .

As you consider ways to incorporate the 5 Es into your instruction, see Inquiry handout for guidelines on:

Scaffolding as covered on pages 10-12.

Questions (7 types) as covered on pages 17-21.

Put Your Instructional Strategies to the Test

1.Have you outlined the strategies in sufficient enough detail to illustrate how each relevant E of the 5Es will be carried out in the lesson?

2.Have you incorporated a balance of analytical, creative and practical activities to assure that instruction will be sufficiently differentiated?

3.Have you built the lesson’s formative assessment tasks into the instructional strategies, or somehow accounted for how these tasks will be completed?

4.Are the instructional strategies sufficient to assure that the lesson’s student objectives can be attained?

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Materials/Set-Up/Safety

List all materials and resources to carry out this lesson. Then talk about potential safety issues and how you will assure necessary precautions are followed

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Special Management Considerations

What room arrangements, student groupings and planning details should be considered before implementing the lesson? What strategies will you use to manage “difficult” situations or students?

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Accommodations

What specific accommodations, scaffolds or strategies will you use to help students? How will instruction be differentiated to meet the needs of all students, including advanced learners?

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Lesson Reflections

Once you have taught the lesson, talk about what worked and didn’t work; for whom, and why. How does this reflection inform what you plan to do in the next lesson?

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For next week:

Electronically submit Lesson Plan by Sun night, 2/14Quiz #2 on Tuesday, Feb 16, 6 am –11:59 pm: Covers Ormrod Ch 2 plus two Sylwester articlesCase Study: The New WorldQuestions to Ponder as you do the reading for next week . . .

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Questions to Ponder as you do the reading for next week . . .

Ormrod Ch 2:1. How does learning occur? What makes it

meaningful?2. What is constructivism? How does it related to

inquiry? To other learning theories?3. How important is memory training to teaching

& learning?4. How does conceptual change work?Two Sylwester articles (on course website):1. What are the up and down-sides of cognitive

neuroscience discoveries applied to education?

2. How does the brain work?