four steps for improving inquiry- based teaching and learning jeff c. marshall clemson university...

Four Steps for Improving Inquiry-Based Teaching and Learning

Jeff C. MarshallClemson University

2009 NSTA Presentation

Agenda

• Inquiry– What is it?– What does it look like?

• 4 critical components of effective inquiry-based teaching and learning

• Examples• Your teaching practice

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What NSTA can and cannot do?

• Can—help motivate, help network, provide ideas,…

• Cannot—provide a magic elixir for improving learning in your class!!!

SO…new ideas, motivation,…+ what improves learning?

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BETTER TEACHINGSo do you need more flash and bang?

More hands-on?More vocabulary?

More content? Answer: NO, NO, NO, & NO

Rather—more focused, intentional, formative, minds-on, reflective teaching—BETTER TEACHING

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Session Focus

• INQUIRY-BASED instruction and learning– National Science Education Standards (NRC, 1996)– Inquiry and the NSES (NRC, 2000)– Inquiry Within (Llewellyn, 2007)– 4E x 2 Instructional Model (www.clemson.edu/iim)

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What is Inquiry?• 100% consensus lacking, but inquiry is…

multifaceted activity that involves studentsobserving

questioning (scientific)predicting

planning investigationsgathering and analyzing data

communicating solutions and explanationsconsidering alternate hypotheses

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Inquiry Continuum

• Inquiry follows a continuum—not an either/or

• Pre-Inquiry or Non-Inquiry—other strategy used• Developing Inquiry—prescriptive/cookbook• Proficient Inquiry—often guided • Exemplary Inquiry—maximal student engagement

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Proficient Inquiry—is often

guided but challenges

students to think and problem

solve within the context of

critical content.

Facilitating Inquiry• If you improve the following areas—learning

increases!• Instruction (How do I lead?)• Discourse (How do we interact?)• Assessment (How is instruction influenced by

student achievement/knowledge?)• Curriculum (What guides teaching and learning?)

Although all are inter-related, each will be considered independently.

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Instructional Factors• Instructional Strategies• Order of Instruction• Teacher Role• Student Role• Knowledge Acquisition

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Order of Instruction

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Discourse Factors

• Questioning Level• Complexity of Questions• Questioning Ecology• Communication Pattern• Classroom Interactions

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Complexity of Questions

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Assessment Factors

• Prior Knowledge• Conceptual Development• Student Reflection• Assessment Type• Role of Assessing

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Prior Knowledge

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Curriculum Factors

• Content Depth• Learner Centrality• Integration of Content and Investigation• Organizing and Recording Information

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Learner Centrality

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You and Your Class

• Focus on one indicator for each category (instruction, discourse, assessment, and curriculum) to improve.

• Make small changes to lessons until you consistently earn at least a proficient.

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Further Information

• Jeff C. Marshall, Clemson University– email: marsha9@clemson.edu– website: www.clemson.edu/iim – The Science Teacher, April 2009 issue

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