1. Inquiry Based Learning District Learning Day 1:45-2:45 August 5, 2015

2. Do Now Discuss with a partner what the below statements mean to you Children are born investigators Understanding builds over time Science and Engineering require both knowledge and practice Connecting to students’ interests and experiences is essential Focusing on core ideas and practices Promoting equity

3. Norms Be present and engaged. Be respectful of differences in perspective while challenging each other productively and respectively. Monitor “air time.” Make the most of the time we have. Stay focused on students.

4. Objectives Know: What inquiry based learning is Understand: How to implement the practice into the classroom Do: Review the claims of other scientists. Provide sufficient and appropriate evidence

5. Practices: Argument Scientists engage in argument to : Defend claims using evidence and reasoning Defend models using evidence Critique the claims of other scientists - Look for sufficient and appropriate evidence Joe Krajcik, Lead Physics Writer of Science Framework

6. Context for presentation – Include the WHY and WHAT. E. Lee May, Salisbury State University, defines IBL: Inquiry-based learning (IBL) is a method of instruction that places the student, the subject, and their interaction at the center of the learning experience. At the same time, it transforms the role of the teacher from that of dispensing knowledge to one of facilitating learning. It repositions him or her, physically, from the front and center of the classroom to someplace in the middle or back of it, as it subtly yet significantly increases his or her involvement in the thought-processes of the students.

7. What do we know about inquiry based learning? Traditional education discourages inquiry Effective inquiry is more than just asking questions Seeking appropriate resolutions to questions and issues is better than seeking right answers

8. Airtight Activity: MODELING Participants will conduct a quick lab activity on Surface Tension. “Why some insects can walk on water” Handout pg. 11

9. What are the characteristics of the traditional classroom? Learning is focused on mastery of content Assessment focused on the importance of one right answer Preparation for the next grade or next test is of more concern Less focus on development of skills or inquiring students

10. Reasons Scientists use arguments Scientist use argument to defend Interpretation of data Experimental designs Method of data analysis The appropriateness of a question “In science, the production of knowledge is dependent on a process of reasoning from evidence that requires a scientist to justify a claim about the world. In response, other scientists attempt to identify the claim’s weakness and limitations to obtain the best possible explanation.” Framework

11. What are characteristics of the inquiry classroom? Not just for laboratories or group work Develop information processing and problem- solving skills Usage of resources beyond the classroom/school Assessment –progress of skills + content understanding

12. An Inquiry Based Classroom includes opportunities to: 1.Ask questions (for science) and define problems (for engineering) 2.Develop and use models 3.Plan and carry out investigations 4.Analyze and interpret data 5.Use mathematics and computational thinking 6.Construct explanations (for science) and design solutions (for engineering) 7.Engage in argument from evidence 8.Obtain, evaluate, and communicate information

13. Airtight Activity: Application (ie – apply to upcoming lesson) Think of a learning expectation or performance indicator that your students may struggle with. Give an example of how you may teach it in a traditional format versus an inquiry-focused method. Write your responses on chart paper.

14. Reflection: MODELING What resonated with you? What is similar to your current practice? What is different than your current practice? What are you going to change as a result?

15. Reflection: Application What was easiest for you? What was most difficult? What else do you need to learn/do prior to applying to your classroom?

16. Closing Reflect on how you can engage your students’ interest levels. What may hinder you?

17. Revisit Objectives Know: What inquiry based learning is Understand: How to implement the practice into the classroom Do: Review the claims of other scientists. Provide sufficient and appropriate evidence

18. Next steps and activities for follow up Find a grade level partner (or 3 as needed) Pick a challenge “Coach” a partner through one of these challenges – 2 min. Then change roles. Remember: Don’t tell them what to do Paraphrase Clarify Ask good questions

19. Reflection: One minute paper on post-it Jot down your “Take-Aways” Consider what you need to know and be able to do to successfully implement what you have learned in this session. – What is still unclear? – What professional development or additional resources do you need?

20. District Contacts Shalanda Saulsberry Instructional Science Advisor saulsberryst@scsk12.org