1 / 55

TfR Seminar: Session 5

TfR Seminar: Session 5. Introduction to Inquiry-Based Science Instruction. Do Now! (3 min). Take out all session 5 Handouts, please! Select Handouts 4.11and 4.12: Math Strategy Implementations Planning and Reflection Sheets.

dolan
Download Presentation

TfR Seminar: Session 5

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. TfR Seminar: Session 5 Introduction to Inquiry-Based Science Instruction

  2. Do Now! (3 min) • Take out all session 5 Handouts, please! • Select Handouts 4.11and 4.12: Math Strategy Implementations Planning and Reflection Sheets. • Review your work and prepare to discuss your reflection in a group

  3. Session Objectives

  4. Session Agenda

  5. Take Out HO 5.1 • (1 min) Silent read instructions

  6. Reviewing the Strategy Debrief • Using HO 5.1 • Assemble in your Strategy Implementation Group as listed below: • Emma, Chris and Laura • Will , Ann Marie and Ashley • Eric Wendy and Adrianna • Jessica, Jeffrey and Caitlin • Alison, and Travis • Michael and Blake • Complete the Strategy Implementation Routine(10 min)

  7. Reflect on Strategy • How does this process contribute to success in your classroom? • Strategy Planning Implementation and Reflection Sheets should be kept as they will be needed for session 15

  8. Transition • This session will focus on scientific inquiry as it relates to students learning, classroom instruction and assessment • You have read about Inquiry for homework but have not yet dug down into this important topic • The next section will focus on the value of inquiry-based instruction

  9. Session Agenda

  10. Section 1: The Inquiry Approach and the Nature of Science • Take out HO 5.2 • (3 min) Complete column #1 of the anticipation guide • (recall, we learned about this strategy in session 3) • Read the statements and record your level of agreement with each statement. • We will complete the column #2 later in the session

  11. What is the Benefit of using an anticipation guide? • To your students? • To you, as the teacher?

  12. Research

  13. Making the Case for Inquiry • Take out HO 4.19 Your notes sheet for your reading homework on HO 4.20 • Please note the value of guided notes sheets, especially for struggling readers. • Can anyone volunteer a time when they used a strategy like this in their classroom?

  14. Making the Case for Inquiry • Note the 3 charts hanging on the wall. • (30 sec) Bring HO 4.19 and 4.20 with you and assemble in groups of 4-5 at one of the charts. • (30 sec)Read the statement on the chart, which is an argument against the inquiry approach • (2 min)Discuss the statement with your group • (2 min) Construct counter arguments, writing them on the chart • Select1 person to share your defense

  15. Share out • (2 min/group) Defend your statement!

  16. Key Take-Aways • Research shows promising results with inquiry-based instruction • Maximizes learning because it targets critical thinking skills and inquiry skills, impacting learning for understanding • Teachers must scaffold and guide inquiry to ensure that misconceptions are not reinforced or that students are not failing to connect concepts with their experience. • Inquiry can be done in a variety of ways, to maximize instructional value and time.

  17. The Nature of Science How do scientists do their work? • (15 seconds) Think about this • Write your responses on the chart paper Hands on and Minds on for a demonstration! • Think about how you could add to this list as you watch

  18. Making Observations • Form the following pairs: • Emma and Wendy -- Blake and Adrianna • Chris and Caitlin -- Laura and Ashley • Alison and Ann Marie -- Michael and Jessica • Will and Travis -- Eric and Jeffrey • (1 min) Make observations and Write them on • Your students would use their “Science Notebook” • (1 min)Discuss your observations with your partner

  19. Making Predictions • What will happen when the entire beaker is submerged into the water? • ( 1min) Share thoughts with your partner • Write them in box 2 of HO 5.3

  20. Testing Predictions(2 min) • Pass the beaker around • Make observations • Discuss your observations with your partner • Was your prediction correct? • Give explanation of what was observed • Write and draw your observations, explanations, and questions in BOX 3 of HO 5.3 Step out of students role: • What questions might your students have at this point?

  21. New Predictions • What will happen now, when the entire beaker is submerged into the water? • ( 1min) Share thoughts with your partner • Write them in box 4 of HO 5.3

  22. Testing Predictions and Drawing Conclusions (1 min) • Make observations • Discuss your observations with your partner • Was your prediction correct? • Give explanation of what was observed • Write your ideas in BOX 4 and 5 of HO 5.3

  23. How Scientists Work • Looking back at our chart, in what ways were these things exemplified in the demonstration? • ( 1 min) Discuss this with your partner • Be prepared to share out discussion highlights and to make additions to our chart as needed • Share out

  24. Transition • List the steps taken to conduct this demonstration • Note the importance of having students take notes on the teacher prepared graphic organizer • Facilitating inquiry requires careful preparation of materials, strategic questioning and teacher guidance. • Think through and plan for student engagement through entire process.

  25. Session Agenda

  26. “Minds On” or “inquiry” learning engages students in: • Formulating original questions • Brainstorming to find answers • Critically evaluating subsequent test results • This can happen in a variety of ways, not just through labs, the two are not equal.

  27. Evaluating Scenarios for Evidence of Inquiry • Using HO 5.4, note the definitions of the 4 levels of inquiry (1 min) –silent read • Turn and talk ( 2 min) • Discuss the differences between each level

  28. Evaluate Inquiry Levels • ( 3 min) Working with your shoulder partner and Using Chart 2 on HO 5.4 • Evaluate the level of inquiry described in each activity • Be prepared to share and defend your answers

  29. Planning Inquiry Activities • Turn and talk ( 2 min) • What are some steps that need to be considered when implementing successful inquiry based lessons at each of these levels? • Be prepared to share the steps needed for each level • Whip around: share one consideration for a simgle level of inquiry

  30. Your Curriculum Resources and Inquiry • ( 5 min) Using Chart 3 on HO 5.4 and your curriculum resources • Select 1 key concept from your standards, which is related to the science process skills • Evaluate the treatment of this standard in your resource • This evaluation can be repeated for all of the process standards, • helps you understand how the resource addresses process in the content domain

  31. Instruction Key Message • Your curriculum is a tool, you are what makes the difference! • How does considering the science process skills in the content domain, and in your curriculum inform your instruction? • The goal of the national science standards is that students engage in full inquiry!

  32. Using Full Inquiry • Assemble in groups of 3 based on the text you read for homework • “City Park Lake Solution” • “Pendulums” • Examine the science classroom scenarios and dissect what students and participants do and say in an inquiry based classroom at different levels. • Refer to your notes on HO 4.17 You will use an inquiry approach to complete this analysis

  33. Uncovering the Actions (10 min) • Using two different colored sticky notes, identify the actions/ behaviors of the teachers and the students, like an observation. • Teachers: yellow • Students: other color • Then organize the sticky notes into groups of like behaviors, on chart paper and write a descriptive name of each set. • Post chart paper

  34. Example • Yellow sticky note 1: use timer • Yellow sticky note 2: measure worm length • Yellow sticky note 3: weigh each bowl of water measuring

  35. Instructional Note

  36. Gallery Walk and Discussion • An example of how students might share findings Gallery Walk (1 min per poster) • Observe grouping and naming • Discuss choices and take notes on HO 4.17

  37. Understanding Inquiry-Based Instruction • In your groups • ( 5 min) Discuss the questions on HO 5.5 • Reflect on your understanding of inquiry based science instruction

  38. 1. 2. 3.

  39. Share • ( 3 min) Share Reflections How does this compare with our brainstorm list of what scientists do? • How can teachers strategically implement inquiry based instruction to differentiate instruction and maximize instructional time?

  40. Re-adjusting Our Thinking • You have experienced inquiry through several strategies: the nature of science demo, the levels of inquiry match-up and the organize and name activity • True inquiry involves allowing students to experiences all three of these strategies. • (2 min)Revisit anticipation guide HO 5.2 • Record changes in thinking in column 3 and justification in column 4 CFU

  41. Session Agenda

  42. Section 3: The Inquiry Process; A Review and Rubrics for Scientific Investigations Review the assessment key message and the science content domain poster • What role does assessment play in closing the achievement gap? • Why is the inquiry process located where it is on the content domain poster?

  43. HO 5.6; The Overview of the Inquiry Process • ( 1min)Review the right column of the chart • We will collect data on a small group of students, to learn how to go through this process. • It is essential to collect data and monitor progress on all of the students in the identified group. • (5 min)With your shoulder partner, review the steps in HO 5.6 • Note some questions and concerns that you have about this process on sticky notes and put them in the parking lot. • We will be addressing them in coming sessions

  44. What is Next? • Today we will examine a lab investigations rubric, as a measure for monitoring progress on inquiry process skills. • We will understand the components of a solid lab report and the skills that students use • By session 6 you will have assigned and graded a lab report using this rubric • During session 6 we will analyze the data from these labs

  45. Intro to the Scoring Rubric • (1 min)Organize yourselves into like-content groups • Create an overview of the components of a lab investigation and brainstorm criteria for each component of the lab • using HO 5.7 in the column labeled “Criteria” • According to the following example

  46. Collect data into organized structure such as a table

  47. Complete Criteria 10 minutes for the following! • Complete column 2 of HO 5.7 • Compare your criteria to those listed on the rubrics for the grade-level you teach, modify the rubric as you see fit. • Write comparisons and questions on column 3 of HO 5.7 • Compare to appropriate rubric on HO 5.8 • Note the start of the year and the end of the year expectations • You may not use all aspects of the rubric right away as you will need to scaffold your instruction up to level 4 of inquiry

  48. Debrief • (3 min) • Would all of the criteria you created apply to every inquiry-based learning experience in your classroom? • Which of the science process skills would not be evident in a written lab report? How else could they be assessed?

  49. Practice Using The Rubric • Using HO 5.9 and HO 5.8( HS end of year) • (5 min) Work in your groups to score a lab report using the rubric on 5.8 • Steps • For each component on the lab rubric, discuss and determine which criteria are met and highlight them. • Score 1-4 for each and write it in column 3 of HO 5.10 (highlighting allows for holistic, visual overview of areas of strength and weakness, for students)

  50. More Practice Using The Rubric (5 min) • Using HO 5.11, 5.12 and HO 5.8(End of year rubric) • Score the lab independently (2 min) • Record scores on HO 5.12 • Compare with group members ( 4 min) • Discuss discrepancies. • Be prepared to share out highlights of discussion

More Related