four steps for improving inquiry- based teaching and learning jeff c. marshall clemson university...
TRANSCRIPT
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
2
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?
3
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
4
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)
5
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
6
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
7
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.
8
Instructional Factors• Instructional Strategies• Order of Instruction• Teacher Role• Student Role• Knowledge Acquisition
9
Order of Instruction
10
Discourse Factors
• Questioning Level• Complexity of Questions• Questioning Ecology• Communication Pattern• Classroom Interactions
11
Complexity of Questions
12
Assessment Factors
• Prior Knowledge• Conceptual Development• Student Reflection• Assessment Type• Role of Assessing
13
Prior Knowledge
14
Curriculum Factors
• Content Depth• Learner Centrality• Integration of Content and Investigation• Organizing and Recording Information
15
Learner Centrality
16
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.
17
Further Information
• Jeff C. Marshall, Clemson University– email: [email protected]– website: www.clemson.edu/iim – The Science Teacher, April 2009 issue
18