Video Analysis Inquiry-based Teaching. Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009 Goals Understand that inquiry teaching

Video AnalysisVideo Analysis

Inquiry-based Teaching

Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009

Goals

Understand that inquiry teaching and learning have five essential features that apply at all grade levels

Understand that the Five Essential Features of Inquiry exist on a continuum from more teacher-centered to more student centered as described in the National Science Education Standards (Inquiry Addendum pp.21-33)


Essential Features of Essential Features of Classroom Inquiry and Classroom Inquiry and their Variationstheir Variations


Essential Features of Classroom InquiryEssential Features of Classroom Inquiry

1. Learner engages in scientifically oriented questions

A. Learner engages in question provided by teacher, materials, or other source

B. Learner sharpens or clarifies question provided by teacher, materials, or other source

C. Learner selects among questions, poses new questions

D. Learner poses a question

2. Learner gives priority to evidence in responding to questions

A. Learner given data and told how to analyze

B. Learner given data and asked to analyze

C. Learner directed to collect certain data

D. Learner determines what constitutes evidence and collects it

3. Learner formulates explanations from evidence

A. Learner provided with evidence B. Learner given possible ways to use evidence to formulate explanation

C. Learner guided in process of formulating explanations from evidence

D. Learner formulates explanation after summarizing evidence

4. Learner connects explanations to scientific knowledge

A. Learner given all connections B. Learner given possible connections C. Learner directed toward areas and sources of scientific knowledge

D. Learner independently examines other resources and forms the links to explanations

5. Learner communicates and justifies explanations

A. Learner given steps and procedures for communication

B. Learner provided broad guidelines to use sharpen communication

C. Learner coached in development of communication

D. Learner forms reasonable and logical argument to communicate explanations

Less…………………..Learner Self-Direction……………..MoreMore……..…Direction from Teacher or Material…………..Less


All Sorts of Leaves Video

As you view the video:Record evidence you see demonstrating that students have opportunities to …..

1. engage in scientifically oriented questions

2. give priority to evidence in responding to questions

3. formulate explanations from evidence4. connect explanations to scientific knowledge5. communicate and justify explanations


Video Observation SheetVideo Observation Sheet

What were the students doing?

What was the teacher doing?

What was the purpose of the activity?


Teaching Elementary ScienceTeaching Elementary Science

What do I know about developing a classification system ?

Descriptive words as attributes

Using precise science language

Focusing on examples of previously designed classification systems.

Collecting data Recording data Classifying/Sorting

Leaves Displaying data using

a pictograph


Video Segment 1: Video Segment 1: Collecting Data in the CourtyardCollecting Data in the Courtyard












a pictograph


Video Segment 2: Video Segment 2: Classifying/Sorting Leaf CollectionsClassifying/Sorting Leaf Collections












a pictograph


Video Segment 3: Video Segment 3: Displaying Data Using a PictographDisplaying Data Using a Pictograph





Essential Features of Classroom InquiryEssential Features of Classroom Inquiry

1. Learner engages in scientifically oriented questions

A. Learner engages in question provided by teacher, materials, or other source

B. Learner sharpens or clarifies question provided by teacher, materials, or other source

C. Learner selects among questions, poses new questions

D. Learner poses a question

2. Learner gives priority to evidence in responding to questions

A. Learner given data and told how to analyze

B. Learner given data and asked to analyze

C. Learner directed to collect certain data

D. Learner determines what constitutes evidence and collects it

3. Learner formulates explanations from evidence

A. Learner provided with evidence B. Learner given possible ways to use evidence to formulate explanation

C. Learner guided in process of formulating explanations from evidence

D. Learner formulates explanation after summarizing evidence

4. Learner connects explanations to scientific knowledge

A. Learner given all connections B. Learner given possible connections C. Learner directed toward areas and sources of scientific knowledge

D. Learner independently examines other resources and forms the links to explanations

5. Learner communicates and justifies explanations

A. Learner given steps and procedures for communication

B. Learner provided broad guidelines to use sharpen communication

C. Learner coached in development of communication

D. Learner forms reasonable and logical argument to communicate explanations

Less…………………..Learner Self-Direction……………..MoreMore……..…Direction from Teacher or Material…………..Less


Inquiry-Based TeachingInquiry-Based Teaching

How would you interpret our analysis of the video segments on the inquiry continuum?


Inquiry-Based TeachingInquiry-Based Teaching

How well do the video images match your perceptions of inquiry in the classroom?


DebriefDebrief

What is your “Take-home” message from our analysis of the video segments?


Teaching Strategies for InquiryTeaching Strategies for Inquiry

Teaching strategies for inquiry include:

• focusing and supporting inquiries while interacting with students,

• orchestrating discourse among students about scientific ideas,

• encouraging and modeling the skills of scientific inquiry,

• encouraging and modeling curiosity about science,

• encouraging and modeling openness to new ideas and data,

• encouraging and modeling legitimate skepticism about scientific ideas and evidence.


This material is based on work supported by the National Science Foundation under Grant No. EHR-0314914. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the granting agency.

Documents

Video Analysis Inquiry-based Teaching. Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009 Goals Understand that inquiry teaching