CATALYST IN YEAR OF LIGHT 2015 Engaging students in inquiry based work By Susan Hunter-Jivung, Sullivan Heights Sec Sch

THE MEANING OF ‘KNOWING’ HAS SHIFTED TO BEING ABLE TO FIND AND USE KNOWLEDGE. Inquiry is an umbrella term that covers a number of other approaches including: ✦ problem-based learning: learning that starts with a structured problem or case- study 2.As contrasted with more traditional forms of teaching and learning, inquiry emphasizes the process of learning in order to develop deep understanding in students in addition to the intended acquisition of content knowledge and skills. Inquiry draws upon a constructivist learning theories where understanding is built through the active development of conceptual mental frameworks by the learner. This approach is supported and enhanced by a broad research base which has identified three key implications for effective instructional practices:a broad research base 1. Students sing on Moving From Theory to Practice So far we have addressed inquiry as a complex approach to teaching and learning that strives to foster deep understanding in students by providing opportunities for active involvement in learning. The challenge for teachers is to move inquiry from being a theory or idea to being a disposition that unpins how teachers view their students, subjects and their own teaching practice. One exemplary organization who focuses on inquiry is the Galileo Educational Network from Calgary, Alberta. In addition to providing research, resources and professional development on teaching and learning from an inquiry stance, the Galileo Network has also created the Galileo Inquiry Rubric. Designed with purpose of making inquiry more concrete and accessible, the Galileo rubric is intended to be used by teachers in the design and evaluation of inquiry-based teaching.Galileo Educational NetworkGalileo Inquiry Rubric The goal of this document is to explore a modified version of Galileo Inquiry rubric, built around 8 elements of strong, inquiry-based practice: 1.1.AuthenticityAuthenticity 1.2.Deep UnderstandingDeep Understanding 1.3.Performances of UnderstandingPerformances of Understanding 1.4.AssessmentAssessment 1.5.Appropriate Use of TechnologyAppropriate Use of Technology 1.6.Connecting with ExpertsConnecting with Experts 1.7.Student SuccessStudent Success 1.8.Ethical CitizenshipEthical Citizenship The remainder of this document unpack these 8 elements, providing examples, resources, rubrics and guiding questions to assist teacher as they plan inquiry-based learning leading to student engagement and deep understanding. At the outset we acknowledge that many of the guiding principals and ideas in this document come from a long, mentoring relationship with the Galileo Network and we encourage readers to explore their website for more resources.Galileo Network

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SCIENCE FAIR RESEARCH  project-based learning: students create a project or presentation as a demonstration of their understanding

Gr 8ContentDoBig Idea Project Energy as a wave and particle Document learning creatively Wave theory and its limits

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ENGINEERING DESIGN, SIMULATIONS, CHALLENGES  design-based learning: learning through the working design of a solution to a complex problem

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D ETAILS ABOUT THE WORKSHOP: MEET THE SCIENTIST – LEARN THE RESEARCH – PARTICIPATE IN THE EXPERIMENT – CONNECT TO CURRICULUM: PRESENTATIONS, DISCUSSIONS, AND PRACTICAL SESSIONS ARE INTERCONNECTED. GAIN THE EXPERIENCE NECESSARY TO ENABLE YOUR STUDENTS TO PARTICIPATE IN THE STUDENTS ON THE BEAMLINES PROGRAM WHERE THEY GET TO CONDUCT THEIR OWN SYNCHROTRON RESEARCH

STUDENTS ON THE BEAMLINE  Learn about complex research programs with multidisciplinary curricular connection potential Many many more topics and sessions – open the agenda using the button above an evening social plus a teaching resource package

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