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Resistance to Inquiry

Resistance to Inquiry. The importance of conducting climate setting, stating student performance objectives, and achieving closure. Sources of Resistance. Students Parents Peer Teachers Peer Teachers. Nature of Student Resistance. Passivity Negative comments/complaints

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Resistance to Inquiry

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  1. Resistance to Inquiry The importance of conducting climate setting, stating student performance objectives, and achieving closure

  2. Sources of Resistance • Students • Parents • Peer Teachers • Peer Teachers

  3. Nature of Student Resistance • Passivity • Negative comments/complaints • Active resistance to following instructions • Unwillingness to volunteer • Dislike for critical thinking activities

  4. Student Reasons for Resistance • Students have often been trained to sit passively in classes • Students have not been prepared or encouraged to question • Students would rather be told what to know rather than think, because critical thinking is hard work • Students actively resist inquiry because they see a threat to their grades • Fear of being wrong in a public setting • Not certain of the “correct answer”

  5. Nature of Parental Resistance • Typically originates with students complaining to parents

  6. Overcoming Resistance • Using appropriate climate setting approaches • Setting clear student performance objectives • Achieving proper closure

  7. Classroom Climate Setting • Whole-group climate setting • Individual climate setting • Early and often to be effective

  8. Stating Clear Student Performance Objectives • Stating clear student performance objectives is essential to helping students achieve the expectations of a lesson. • To avoid or reduce resistance, an inquiry lesson MUST begin with a statement of what students should know and be able to do as a result of the inquiry lesson. • The failure to clearly state concise student performance objectives is a MAJOR weakness among teacher candidates.

  9. Achieving Proper Closure • Students often complain that “the teacher isn’t teaching us anything” which often stems from a lack of proper lesson closure. • An inquiry lesson MUST conclude with a concise summary of what students should know and be able to do as a result of the lesson. • The lack of proper closure leaves students uncertain about what the conclusions are. • The lack of proper closure is a MAJOR weakness among teacher candidates.

  10. Direct: Too slow Students can’t read Inadequate material Teacher discomfort Teacher habits High-stakes testing Etc., etc., etc. Indirect: “Inquiry is great! Do all of it you like; just be ready to have you students complete the unit test on such and such a date.” Resistance of Peer Teachers

  11. Resistance of the System • Week-by-week guidelines of what subject, what page… • The reality, “Fine, do inquiry, but make certain that your students are ready to take a test over X, Y, and Z on the stated date.” • Would you really want to teach under such a system?

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