A PRACTITIONERS VIEW POINT

TRINA CAUDLED I R E C T O R O F SE C O N D A RY E D U C AT I O N

I D A H O FA L L S S. D. # 9 1

caudtrin@d91.k12.id.us

Building Student Engagement Through Inquiry-Based

Instruction

Disclaimer

Post Register

Abraham Lincoln – His Failures & Losses Were Many

1831 – First Business Failed

1832 – Lost his job after losing the election for state legislator

1832 – Denied admission to Law school

1833 – Borrowed money to start a business and went bankrupt

1843 – Ran for Congress and Lost (won 1845)1848 – Lost re-election race for Congress1849 – Rejected as land officer in his

hometown1854 – Ran for the U.S. Senate and lost1856 – Sought the Vice-Presidential

nomination and lost1858 – Ran again for the U.S. Senate and lost

On balance, he could easily be seen as a loser.

Abraham Lincoln – His Failures & Losses Were Many

But What victories they were!

The sum of his losses was great.

The number of victories was small.

In fact, there were only really three victories.

1. He turned a continent into a nation with the trans-continental railroad, uniting the east to the west.

2. He preserved the Union despite the terrible price the Union endured.

3. He changed the course of the nation and the world with the Emancipation Proclamation, beginning the long, hard road to freedom.

Go Slow to Be Successful

I walk slowly, but I never walk backward.

The best thing about the future is that is comes one day at a time.

Effective Teaching

The difference between more effective teachers and their less effective colleagues is not what they know. It is what they do.

-Todd Whitaker

Discuss with a Partner

Why did I find some cartoons humorous and others not funny?

Relate a time when you felt like an “outsider” in a group because you did not understand what was being talked about.

A Common Definition

Inquiry-based instruction refers to the development of understanding through investigation, i.e. asking questions, determining appropriate methods, gathering data, thinking critically about relationships between evidence and explanations, and formulating and communicating logical arguments.- National Science Education Standards (1996)

With lecture only, students forget most information within two weeks & practically all within two years. (Gee 2003)

Amount of Transfer

Teach Others/Use Learning

Practice & Real Application

Discussion Group

Demonstration

Audio Visual

Reading

Lecture

90%

75%

50%

30%

20%

10%

5%

Learning Retention

William Glasser, The Quality School

WHEN TEACHERS GET STUDENTS TRULY ENGAGED EXPLORING THE CONCEPTS IN CONTEXTS WHERE MEANING EXISTS, STUDENTS DEVELOP BOTH A NEED AND A DESIRE TO KNOW AND TO LEARN!

Inquiry-Based InstructionImproves Engagement & Retention

Marshall & Horton, 2009

Building Background & Prior Knowledge

Think back on the cartoons and how it made you feel when you didn’t have the background or prior knowledge to understand the joke.

With Inquiry-Based Instruction students from diverse backgrounds and abilities will have shared experiences as a basis for their claims and ideas. Other prior experiences that students bring to class make the learning richer, but learning is accessible to all students because the explorations are made and experienced by all students.

Marshall & Horton, 2009

The 4E x 2 Model for Inquiry-Based Instruction

Unites the four major components of inquiry-based instruction with formative assessment and reflective practice.

Developing, Assessing, and Sustaining Inquiry-Based InstructionMarshall & Horton, 2009

Engage

Explore

Explain

Extend

Assess

Reflect

Benefits of 4E x 2 Model

4E x 2 Instructional Model

Engage focuses on motivation and PRIOR KNOWLEDGE (content-centered)

Explore focuses on process of learning—Doing science

Explain unites process and content

Extend deepens conceptual understanding

Student/Teacher reflection at each stage encourages deeper understanding and critical thinking

Assessing at each stage emphasizes formative learning and provides critical information for student and teacher

See Inquiry in Motion for details: www.clemson.edu/iim

Engage

Explore

Explain

Extend

Assess

Reflect

Free Dynamic Web Tool

The webpage is free and allows teachers to do the following:View lessons other educators have createdModify existing lessons to meet individual needsCreate new inquiry-based lessons using the online

templateShare comments and lessons with other teachersLearn about additional options available to help

guide better instruction

www.clemson.edu.iim

Registration My Work Place

To allow teachers to interact with one another.

To provide specific space for each user’s work.

To encourage positive discourse.

Storage place for Public Lessons for later viewing or use.

Place where Public Lessons can be stored and modified to meet individual needs.

Private location to store lessons that the user creates for personal use only.

Dynamic Web Tool

1. HOW CAN YOU PROVIDE STUDENTS FREQUENT OPPORTUNITIES TO EXPLORE MAJOR CONCEPTS BEFORE FORMAL EXPLANATION IS PROVIDED.

2. HOW CAN YOU CREATE ENGAGING, MEANINGFUL LEARNING OPPORTUNITIES THAT ARE TIED TO REAL WORLD PROBLEMS AND IN SOME WAY CONNECTED TO YOUR STUDENTS’ EXPERIENCE AND INTERESTS.

Share One – Get One

Post Register, July 1, 2010