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Student Inquiry: Teaching for Real Meaning. If I don’t see things differently, I haven’t learned. Don Jones [email protected]. PowerPoint available at http://www.chatt.hdsb.ca/~jonesdo/. Inquiry-based Learning. - PowerPoint PPT Presentation
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Student Inquiry: Teaching for Real Meaning
If I don’t see things differently, I haven’t learned
Don Jones
PowerPoint available at http://www.chatt.hdsb.ca/~jonesdo/
Inquiry-based Learning
"Inquiry-based learning is an approach to teaching and learning that places students questions, ideas and observations at the
centre of the learning experience"
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_InquiryBased.pdf
Share an Object
Find a partnerFirst person tell your partner about your object.
Partner listens, asks questions, etc.Second person show the artifact, don’t tell your
partner about the artifact. Prompt them to try to figure it out from visible evidence, and questions. You may provide bits of information as questioned or redirect thinking, but allow them to figure out as much as possible on their own. Tell the story at the end.
Don’t share the second artifact...yet!
Teller?
Teacher?
To tell or not to tell...
...is the question
When?
Teaching with Objects
http://www.allaboutshoes.ca/images/en/pdfs/teachers_resources/chronicles/activities_projects/activity2_teaching_yourself.pdf
http://www.indiana.edu/~mathers/Tops.pdf
Non-interpreted Primary Sources
NEW ARTIFACTIt’s Evidence. Evidence Of What?
Initiating Phase
Something Experiential
Careful observations – Using your senses, what do you notice?
• Document with images, symbols, graphics, organizers to show relationships, sounds and words
DO•Take photos•Caption•Label•Get close•Get far
Observe, Question and Speculate
Experience
Science
Social Studies
Math
Arts
Health & PE
Language
Good inquiry questions
can start with...
Concepts of Disciplinary Thinking
p. 13
pp. 58-60
Thinking Concepts
Don’t Forget Success Criteria
https://docs.google.com/file/d/0Bzy8XtLWGnRddE1QOW5MakZqU28/edit
Is(present)
Did(past)
Can(possibility)
Will (prediction)
Would/Could
(probability)
Might(imagination)
Should(ethics)
Who(person)
What(event/
artefact/ issue)
Where(place)
When(history)
Why(reason)
How(means)
Convergent
Divergent
NEW ARTIFACT (OR PLACE)It’s Evidence. Evidence Of What?
Observe, Question and Speculate
Experience
Science
Social Studies
Math
Arts
Health & PE
Language
Museums of Burlington CLASSROOM EDUCATION KIT
If you would like to experience some of the many heritage stories of Burlington, but are unable to visit, this ‘Museum in a Box’ contains various learning and fun materials to either take a walk down memory lane or learn about the distant past. Discover the importance of local history through the Ireland family, Joseph Brant and other prominent Burlington families without leaving your home. Learn more about pioneer and early urban life in Burlington spanning the years 1830 to 1910 through activities, crafts and hands-on artifacts.
*10 day minimum rental, $50 refundable damage deposit
https://museumsofburlington.com/ireland-house
Topics and Strands – Social Studies
Experiential Topics and Strands (p. 19)
One Cubic Foot
http://ngm.nationalgeographic.com/2010/02/cubic-foot/liittschwager-photography#/video/
what kind of inquiry will help uncover answers,
solutions, or ideas?
Now that you have a question…
Inquiry as Experimentation
Inquiry as Technological
Problem-Solving
Inquiry as Research
The Inquiry Process in S&T
Initiating and Planning
Performing and Recording
Analyzing and Interpreting
Communication
Language
Inquiry in SS
CommunicateCommunicate judgements, decisions, conclusions, predictions, and/or plans of action, clearly and logically
Interpret and Analyse
Analyse the data, evidence and
information, using different types of
graphic organizers as appropriate
Formulate QuestionsFormulate questions
related to the applicable overall expectations in
order to identify the focus of their inquiry
Gather and OrganizeCollect and organize relevant data, evidence, and/or information from primary and secondary sources and or field
studies
Evaluate and Draw
Conclusions
Synthesize data,
evidence and/or
information and make
informed, critical
judgements based on
that data, evidence
add/or information
SS Curriculum p.23
How do they progress from grade to grade?
Appendix C pp.192-197
Graphing Skills p.198
Martin-Hansen, L. (2002). Defining inquiry: Exploring the many types of inquiry in the science classroom. Science Teacher, 69(2), 34-37.
StructuredOpen Coupled Guided
Creative Expression & Action
Input & Critical Interpretation
WHAT CAN IT LOOK LIKE IN THE CLASSROOM?
Kevin Phillips – Exploring Big Ideas with Images - Grade 6
A Classroom Example of Investigating Pictures – Grades 1 & 2
Click to View
Interesting vs. Important
http://www.learner.org/workshops/teachreading35/classrooms/cv8.html
Inquiry in the Classroom
An Approach to Inquiry
An example of a short inquiry structure
Access to this series will be available in the near future from OESSTA(Ontario Elementary Social Studies Teachers’ Association)
Rather than telling answers...find a way to help give students the tools to
figure things out themselves
StructuredOpen Coupled Guided
Natural Curiosity(2011)
Click to download
http://www.naturalcuriosity.ca/pdf/NaturalCuriosityManual.pdf
Essentially Science and Technology(2009-2010)
http://www.pearsoncanadaschool.com/index.cfm?locator=PS1zRo&PMDBSUBCATEGORYID=26225&PMDBSITEID=2621&PMDBSUBSOLUTIONID=&PMDBSOLUTIONID=25862&PMDBSUBJECTAREAID=&PMDBCATEGORYID=25879&PMDbProgramID=73021
•Includes a unit for all strands in the Ontario Curriculum Grades 4-6: Science and Technology •Specifically designed units for combined grade classes
Explorations (2014)
http://www.pearsoncanadaschool.com/index.cfm?locator=PS1f39&PMDBSUBCATEGORYID=&PMDBSITEID=2621&PMDBSUBSOLUTIONID=&PMDBSOLUTIONID=25862&PMDBSUBJECTAREAID=&PMDBCATEGORYID=25875&PMDbProgramID=88721
Explorations K-2 offers...•A rich variety of ideas for introducing and facilitating inquiry in the classroom•Essential questions that engage students and then invite and support them to explore and understand their world through inquiry•Opportunities for children to collaborate, to think critically and creatively, and to communicate their ideas•A variety of invitations, prompts and activities that can lead to powerful learning•Suggestions for identifying and encouraging children’s development, interests, and ability to self-regulate
Flip Point of View
http://education.scholastic.ca/productlist/FLIP_POINTOFVIEW
More Reading Pictures
http://sourcedocs.tc2.ca/picture-sets/topics1/ancient-egypt/daily-life.html
“INQUIRIZING”TURN TELLING INTO INQUIRY
Inquiry Is Genuine When...
“...it is not essentially a matter of finding out what others know (students must, of course, do this) but more a matter of reaching conclusions, making decisions, and solving problems using the available tools and information. In a genuine inquiry students are expected to make their own assessments and ground them in careful analysis of diverse data sources, and not simply to locate the conclusions offered by others.”
Teaching about Geographical Thinking, p.10
Inquiry-based Approach
“Teachers using an inquiry-based approach encourage students to ask and genuinely investigate their own questions about the world. Teachers further facilitate students’ learning by providing a variety of tools, resources, and experiences that enable learners to investigate, reflect, and rigorously discuss potential solutions to their own questions about a topic the class is studying.”
(Chiarotto 2011, p.7)
Chiarotto, L. . (2011). Natural curiosity: Building children's understanding of the world through environmental inquiry / a resource for teachers. Oshawa: Maracle Press Ltd.
Inquiry
• Research (observation or secondary resources)What are some general characteristics of …? How can we classify…?
• Experimentation (with variables)How does (independent) … impact (dependent)?
• Tech Problem-Solving (challenge)How can we make something that will…?What are the important variables or attributes?
Turning a “Recipe” into Inquiry
Experimentizing and Problematizing recipes…Spangler science http://www.stevespanglerscience.com/lab/experiments
•Published “science experiments” are often recipes… Recipes are not experimentsRecipes assume a specific result
•Experiments seek to understand outcomes through controlled, independent and dependent variables or fair tests•Tech Problem-Solving seeks to control the results
Okay…let’s turn this into inquiry!
2.2 investigate the components of soil (e.g., nonliving things such as pebbles and decaying matter; living things such as organic matter, bacteria, earthworms, and insects), the condition of soil (e.g., wet, dry), and additives found in soil (e.g., pesticides, fertilizers, salt), using a variety of soil samples (e.g., sand, clay, loam) from different local environments, and explain how the different amounts of these components in a soil sample determine how the soil can be used
Grade 3
• 2.2 investigate the components of soil (e.g., nonliving things such as pebbles and decaying matter; living things such as organic matter, bacteria, earthworms, and insects), the condition of soil (e.g., wet, dry), and additives found in soil (e.g., pesticides, fertilizers, salt), using a variety of soil samples (e.g., sand, clay, loam) from different local environments, and explain how the different amounts of these components in a soil sample determine how the soil can be used
Research from Primary and Secondary Sources:What are the components of soil?What are the conditions of soil?What are the additives in soil?Experimentation:How do the components of soil effect plantgrowth/building?How do the conditions of soil effect plantgrowth/structure?How do the additives of soil effect plantgrowth?Technological Problem Solving:How can we grow the tallest plant?How can we grow a plant sideways?How can we grow the healthiest plant?How can we grow....?How can we construct a structure that withstands
wind/flooding/rain/slope?How would you get the students to answer these questions?What could you use as a hook?
Okay…turn this into inquiry!
7. investigate, in various ways, how different forces make things move (e.g., observe the effect that wind has on different objects, try out different ways to make a boat move in water, try to make a waterwheel move with water, explore ways in which different toys move)
Kindergarten
7. investigate, in various ways, how different forces make things move (e.g., observe the effect that wind has on different objects, try out different ways to make a boat move in water, try to make a waterwheel move with water, explore ways in which different toys move)
Experimentation:What is the effect that wind has on differentobjects?What are different ways that you can make aboat move in water?
Technological Problem Solving:How can you make a waterwheel with water?
Research from Primary and Secondary Sources:What are the different ways that things canmove?What are the different ways that toys canmove?
How would you get the students to answer these questions?What could you use as a hook?
HeadlinesYou are an editorial team. Decide on the top 3 stories in the news today.
•Review the headlines with your group
•Lay each headline on the table and explain why it might be an important news story
•Explain why it is more or less important than the others on the table
•Decide on the top 3
Headlines and PhotosYou receive some photos of news stories. You have space for only 3 headlines or photos. Remember, you want people to read your publication.
Decide on:•3 headlines•2 headlines and 1 photo•1 headline and 2 photos•3 photos
What influenced your decisions?
Headlines, Photos and SponsorsA major sponsor wants to advertise. You can charge more for an ad that is closer to the top/front of the publication or that links to a news story. The larger the ad, the more you can charge. You can’t continue to publish without advertising revenue.
Do you:•Replace a headline or photo with a large ad?•Place a small ad and keep the headlines and photos? •Change the headlines or photos?
What influenced your decisions?
Bias, Distortion, Perspective...
• All mediated messages contain selected information representing bias, distortion, and perspective. Some involve deliberate use of:
• Misrepresentation?• Stereotyping?• Propaganda? • Archetypes?
Examples & Combined Grades
• OESSTA - http://oessta.blogspot.ca/ • http://www.inquiry-based.com/1/post/2014/0
2/a-day-in-the-life-of-an-inquiry-based-classroom.html
• https://www.blogger.com/home
What is Inquiry?
Videos and WebsitesTeaching Inquiry Learning (video)http://www.youtube.com/watch?v=lwCmCJ8OhWYFive-Year-Olds Pilot Their Own Project Learning (video)http://www.youtube.com/watch?v=_eyucHMifto A collection of short videos on inquiry (video)http://www.youtube.com/channel/HCHLykJpO8HscConcept to Classroom: What is inquiry-based learning? (Interactive
website and short videos)http://www.thirteen.org/edonline/concept2class/inquiry/index.htmlInquiry Within http://inquiryblog.wordpress.com/
What is Inquiry?PrintOntario Ministry of Education. (2013). Inquiry-based learning: On transforming wonder into
knowledge. Capacity Building Series Special Edition 2. Available from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_InquiryBased.pdf
Ontario Ministry of Education. (2011). Getting started with student inquiry. Capacity Building Series Special Edition 24. Available from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_StudentInquiry.pdf
Chiarotto, L. . (2011). Natural curiosity: Building children's understanding of the world through environmental inquiry / a resource for teachers. Oshawa: Maracle Press Ltd. pp. 7-9. http://www.naturalcuriosity.ca/pdf/NaturalCuriosityManual.pdf
Learning, Alberta. (2004). Focus on inquiry: A teacher’s guide to implementing inquiry-based learning. Retrieved from http://education.alberta.ca/media/313361/focusoninquiry.pdf pp.1-5.
Martin-Hansen, L. (2002). Defining inquiry: Exploring the many types of inquiry in the science classroom. Science Teacher, 69(2), 34-37. http://people.uncw.edu/kubaskod/SEC_406_506/Classes/Class_3_Inquiry/DefiningInquiry.pdf
