Everyday Inquiry

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Structured Inquiry Guided Inquiry Open Inquiry -teacher led provide problem, procedures and materials -typically all students are completing the same activity to achieve a desired set of results -students discover relationships based on data collected Guided Inquiry -teacher guides student towards desired knowledge -teacher gives problem, student finds answers -materials are generally provided but may not be the same for each group/individual Open Inquiry -student driven chooses problem, designs methods of investigation and reporting -based on ‘wonderings’ -teacher may or may not supply materials

The Benefits of Inquiry * increases accountability, independence and internalization of knowledge Guccione, L. M. (2011). In a world of mandates, making space for inquiry. Reading Teacher, 64(7), 515-519. Hribar, K. (2009). A journey toward inquiry: Implementing the standards in a fixed-schedule environment. Knowledge Quest, 38(2), 20-23. * allows students to develop their critical thinking skills and apply them to authentic situations Corlu, M. A. & Corlu, M. S. (2012). Scientific inquiry based professional development models in teacher education. Educational Science: Theory & Practice, 12(1), 514-521. * critical thinking, competency, collaboration, communication, and creativity are what students will need to succeed in the 21st century Jansen, B.A. (2011). Inquiry unpacked: an introduction to inquiry-based learning. Library Media Connection, 29 (5), 10-12. *retention rate of curriculum understanding is higher for students that participate in inquiry-based experiences than for students taught in a typical fashion Balım, A. (2009). The effects of discovery learning on students' success and inquiry learning skills. Eurasian Journal Of Educational Research (EJER), (35), 1-20. Kwon, O., Rasmussen, C., & Allen, K. (2005). Students' retention of mathematical knowledge and skills in differential equations. School Science & Mathematics, 105(5), 227-239. Mehalik, M. M., Doppelt, Y., & Schuun, C. D. (2008). Middle-school science through design-based learning versus scripted inquiry: Better overall science concept learning and equity gap reduction. Journal Of Engineering Education, 97(1), 71-85. Durham, Y., McKinnon, T., & Schulman, C. (2007). Classroom experiments: Not just fun and games. Economic Inquiry, 45(1), 162-178.

The Benefits of Inquiry *students are inspired to delve deeper into topics and increase their understanding, outperforming students in typical teacher-driven classrooms White, Barbara, Todd A. Shimoda, and John R. Frederiksen. 1999. Enabling Students to Construct Theories of Collaborative Inquiry and Reflective Learning: Computer Support for Metacognitive Development. International Journal of Artificial Intelligence in Education 10: 151-182. Marx, Ronald W., Phyllis C. Blumenfeld, Joseph S. Krajcik, Barry Fishman, Elliot Soloway, Robert Geier, and Revital Tali Tal. 2004. Inquiry-Based Science in the Middle Grades: Assessment of Learning in Urban Systemic Reform. Journal of Research in Science Teaching 41 (10):1063-1080. Nystrand, Martin and Adam Gamoran. 1991. Instructional discourse, student engagement, and literature achievement. Research in the Teaching of English 25: 261–290. * inquiry-based teaching that is done well closes the achievement gap between high and low performing students Kahle, J. B., J. Meece, and K. Scantlebury. 2000. Urban African-American middle school science students: Does standards-based teaching make a difference? Journal of Research in Science Teaching 37 (9):1019-1041. Applebee, Arthur N., Judith A. Langer, Martin Nystrand and Adam Gamoran. 2003. Discussion-Based Approaches to Developing Understanding: Classroom Instruction and Student Performance in Middle and High School English. American Educational Research Journal 40 (3): 685-730. * students with learning disabilities, English Language Learners, and students with diverse cultural backgrounds, all benefit from the collaboration and more hands-on approach that accompanies inquiry. Amaral, Olga, Leslie Garrison, Michael Klentschy. 2002. Helping English learners increase achievement through inquiry-based science instruction. Bilingual Research Journal 26 (2): 225-234. McCarty, T.L., Regina Hadley Lynch, Stephen Wallace, AnCita Benally. 1991. Classroom Inquiry and Navajo Learning Styles: A Call for Reassessment. Anthropology and Education Quarterly 22 (1):42-59. Scruggs, T. E. and M.A. Mastropieri. 1993. Reading versus doing: The relative effects of textbook based and inquiry-oriented approaches to science learning in special education classrooms. Journal of Special Education 27 (1):1-15. http://www.inspiredteaching.org/wp-content/uploads/impact-research-briefs-inquiry-based-teaching.pdf

How does this differ from inquiry?

Inquiry Cycle Upper Blue ES

What Inquirers Do * Make observations using their senses * Ask questions * Use tools * Draw pictures and write labels * Experiment and solve problems * Research ideas * Work with others * Communicate findings * Have patience

Questioning – Sample Probes *That’s an interesting response…can you tell me more about that? *Why do you think that is true? *So how does that fit in/connect with what we have been talking about? *How is that idea different to some of the ones we have been exploring? *What does that remind you of? *Do you think that is always true? *What might someone say who disagreed with you? *What do you think helped you to come to that idea? Adapted from Kath Murdoch http://kathmurdoch.com.au/uploads/media/ThinkingAndQuestioning2011.pdf

Everyday Planning Pre-Made Lesson Plan What types of questions can I ask to provoke discussion and/or promote understanding? How can the students be more involved? Explore materials Collaborative activity Creative responses Co-create anchor charts

Daily Use 5 min 10 min Planner Box 2 Box 4 CC/SS Box 1 Box 3 Box 5 Weekly Use Monday Tuesday Wednesday Thursday Friday

Box 2 Box 4 CC/SS Box 1 Box 3

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