The Suchman Inquiry Model Presented by: Karen Hicks Jean Overstreet EDUC 617 Models of Teaching

Inquiry Model Often children are taught in school as though the answers all come from their textbooks. In reality, most problems we face in the world have no easy answers. “In everyday problem solving, it is not usually clear what information will be needed to solve a given problem, nor is it always clear where the information can be found. Therefore, everyday problems generally have no one right solution.” Robert Sternberg

Benefits gained from inquiry model According to Jerome Bruner, there are 4 benefits: An increase in intellectual potency The shift form extrinsic to intrinsic rewards (instead of giving back the right answers, students manipulate the environment and solve problems) Learning the heuristics of discovery (the more experienced one is for solving problems, the best one can learn how to solve problems better) Aid to memory processing

History/Beliefs of the model J. Richard Suchman presented his model in the United States in The Suchman Inquiry Model can be used with any subject. He believed that scientific strategies could be taught to young learners. When students ask “why” out of genuine interest, they are more likely to grasp the information and to retain it as their own understanding!

Steps in the Suchman Model I.Select a problem & conduct research II.Introduce the process & present the problem III.Gather data IV.Develop a theory & verify V.Explain the theory & state the rules associated with it VI.Analyze the process VII.Evaluate

I.Select the problem & conduct research The teacher begins by selecting a puzzling problem that is truly stimulating for the students. Any subject can follow this model. All that is needed is a puzzling situation for the students to find a logical and reasonable solution ! The teacher completes the necessary research on the problem and prepares a data sheet for quick reference. The teacher determines how much information should be provided to the students at the beginning of the inquiry process and what additional information might be needed if the students are having difficultly.

II. Introduce the Process & Present the Problem The teacher reads the problem aloud or hands out problem sheets. Students Rules to follow: May ask a question only when called on Talking only to one another during caucus periods, times given to group discussion and cooperative work among students Questions must be phrased so that the teacher can answer with a simple “yes” or a “no” Allowed to continue asking questions as long as they are getting a positive teacher response.

III. Gather Data Each question must be asked as a tentative hypothesis. Teacher can answer “yes” or “no” or “Can you restate that question?” Data gathered should be recorded on given data sheets or on the board as the teacher directed you earlier.

IV.Develop a Theory & Verify Students can pose a theory that would answer the original problem. The class can either accept or reject it. If accepted, then the class begins working on a deeper understanding of the theory. They may ask to caucus in order to discuss the information and form hypotheses to ask. The theory must be proven by the class before moving to the next step.

V. Explain the theory & state the rules associated with it Once the students have explained their theory in their own terms, they formulate a method to test the theory. When they discover there is error with their tests/theory, then they must go back to data collection and start over.

VI. Analyze the process Students review the process they utilized to come into acceptance of their theory. Now, they should consider how they might have sped up their process (i.e. forming more effective questioning techniques).

VII. Evaluate Determine if the students really did understand the theory and process. Since there is no “right” answer, ask them to identify another probable theory – this can lead to debate. Ask students to come up with their own puzzling situation or problem to solve.

Quiz 1)The teacher must do all of the following except a. Prepare an interesting and puzzling problem. b. Come up with data sheets. c. Answer students’ questions with yes or no. d. Perform tests of the students’ hypotheses. d

3)The Suchman model is more A.deductive B.inductive C.can’t determine from the research B 2)Which of the following would be an advantage with the Suchman Inquiry Model? a. The teacher will spend less in preparation time. b. The community (parents, school, etc) will like this teaching model the best. c. Students will make a passing score on the unit test. d. Students will value learning for learning’s sake. D

4) Who is credited for coming up with 4 benefits for this model? A) Johnson & Johnson B) Barak Rosenshine C) Jerome Bruner D) Robert Sternberg C

5) The teacher can answer any and all question(s) the students may have at any point during their processing. A) True B) False C) Can’t determine B

6) The students do all of the following except a. Depend on the teacher to tell them the answer. b. Ask questions that can be answered with a yes or no. c. Form hypotheses in the form of questions. d. Test their hypotheses. A

7) The first step in the Suchman process is a) Present the problem b) Select a problem/research c) Gather data 8) Students should consider only one theory at a time a) T b) F 7) B 8) True

9)This teaching model is A.highly teacher centered B. highly student centered C.combination of a & b C 10) The Suchman model is best described as A.direct instruction B.problem solving centered C.cooperative learning B

The End!!