Inquiry-Based Teaching Gail Dickinson, Ph.D. 2015-2016

Importance of Quality Instruction The single greatest impact on student achievement = Classroom teachers Most significant factor that influences achievement gains = Quality instruction 27% American PhD Scientists influenced by teacher More important for girls The single greatest impact on student achievement = Classroom teachers (Marzano, Pickering, & Pollock, 2001). Most significant factor that influences achievement gains = Quality instruction (Johnson, 2012) Most students who pursue scientific careers developed that interest between the ages of 11- 14 Microsoft study in Europe – girls lose interest at age 15 A US Study of PhD scientists – 23% female reported lab and internship 14% male 27% influenced by teacher is the second highest motivating factor (innate curiosity = #1)

How should teachers teach? Think about your own experience as a science student. What did a typical science lesson look like? What did the teacher do? What did you do as a student?

Learning Learning has nothing to do with what the teacher covers. Learning has to do with what the student accomplishes (Wong, 2009) Lessons in which students listen passively, do individual seatwork, or copy from the blackboard correlate with lower student achievement (Tandon & Fukao, 2015).

Problems with Lecture Students bring ideas to lessons. Lecture does not change those ideas. Students memorize correct responses without understanding. Students cannot apply knowledge. Emphasis is on lowest level of Bloom’s taxonomy.

The 5E Model of Instruction

5E Model of Instruction ENGAGE Students mentally focus on an object, problem, situation, or event Make connections to past & future activities Ask question, define problem, show discrepant event, imagine, acting out problematic situation

ENGAGE Imagine a baby on a swing. How can I make the baby swing faster? Assess: Check prior knowledge listed.

EXPLORE Give all students common, concrete experiences to build concepts, processes, and skills Student-centered, Teacher guided Teacher asks questions as students work to help them explore. DO NOT GIVE ANSWERS

EXPLORE Write your predictions for the 3 testable variables. Test ONE variable at a time. E.g., Short vs long string with one washer and 90°Angle of release) E.g. 2 One washer vs 2 washers keeping the same length string and angle of release.

EXPLAIN Provides common use of terms relative to the learning experience. Ask students to give their explanations Connect explanations to experiences in engagement & exploration. Focus on how and why things worked – not just what happened. Present concepts, processes, or skills briefly, simply, clearly, & directly.