inquiry units theory, skills and assessment delwyn l. harnisch, unl, lincoln
TRANSCRIPT
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Inquiry Units
Theory, Skills and Assessment
Delwyn L. Harnisch, UNL, Lincoln
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Inquiry Units Require
• Reasoning Strategies
• Problem Based Approach
• Real-Life Connections
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Reasoning Strategies: Questions
What kinds of work require reasoning?How do we design work that requires
reasoning in different content areas?How do we know when students have
reasoned well?
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Reasoning in areas of academic work
Where Students pose questions or identify issues and through research, search for answers
Where students interpretTexts and data
Where students Search for ways to reach goals and Overcome obstacles
Where students use imagination and discipline to design novel andexpressive products
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Inquiry Process: Skills
• Find and pose relevant and meaningful questions
• Detect and describe patterns and formulate theories, hypotheses and conjectures
• Develop and implement plans for researching theories, hypotheses and conjectures
• Reach a well-supported conclusion that speaks to original question
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Inquiry Rubric
• Work is based on meaningful question.
• Work is Centered Around Well Formed Hypothesis or Conjecture.
Low High1 2 3 4
Low High1 2 3 4
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Inquiry Process Rubric
• Work demonstrates good knowledge of inquiry.
• The Conclusions of the work are well-supported by available evidence.
Low High1 2 3 4
Low High1 2 3 4
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Analytic Thinking Skills
• Sequencing: Ordering elements in time and space
• Debug and Repair: Locate errors and explain and correct them
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Analytic Thinking Skills• Compare and Contrast: Analyzing
similarities and differences and their effects
• Support and Refute: Collecting evidence to prove or disprove a hypothesis or conjecture
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Analytic Thinking Skills
• Causal Explanation: Develop causes for a given event
• Classification: Organizing items, ideas, events, characters or objects into groups distinguished by their common traits
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Analytic Thinking Skills• Systems Analysis: Analyzing parts of a
system, their interrelationships and ways they can be affected by changes in context
• Speculation: Change an element of situation and think about short and long term effects
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Analytic Thinking Skills
• Point of View: Emphasize and analyze different perspectives of story or event
• Metaphorical Analysis: Compare idea, event, character, situation, concept with something that appears totally different
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Analytic Thinking Skills
• Decision Making: Analyze past or present situation requiring decision and establish criteria, explore criteria, and make supported decision
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Analytic Thinking Skills• Design Analysis: Questions:
– What are its parts?– What is its purpose and how to its parts fulfill its
purpose?– What are the strengths and weaknesses of this
design?– How might the design be altered to improve
effectiveness or to fit a new purpose or situation
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Analytic Thinking Strategies MatrixST
Sequencing
Debugging and Repair
Point of View
SF
Compare and ContrastSupport and RefuteCausal ExplanationSystems Analysis
Decision Making
ClassificationSpeculation
Metaphorical AnalysisDecision Analysis
NT NF
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Problem Solving: Key Elements
• Type of problem posed
• Strategy to solve the problem
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Problem Solving: Types of Problems
ST-Routine Problems
Drill and exercise.Very close to the worktypically assigned inclassrooms and textbooks
SF-Application Problems
Create real world settingrequiring students to usethe techniques found inthe discipline (e.g. Mathematics)
NT-Non Routine Problems NF-Open Ended Exploratory Problems
Significant shift in the nature or context of the problem making the path to the solution ambiguous and unclear
Set up a situation for students to investigate and test conjectures using techniques necessary to model, represent and make predictions
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Phases of Problem Solving
Understanding the
Problem
ReviewingDevising a Plan
of Attack
Carrying Out the Plan
“Teachers who teach creativeProblem solving strategiesImprove learning by providingStudents with general purpose Problem-solving toolsAppropriate for a variety ofSituations.” -J. McTighe
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Understanding the Problem
• Language and vocabulary
• Initial conditions and constraints
• The goal
• Make comparisons with similar problems
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Devising a plan of attack
• Explores a number of possible solutions• Makes prediction or estimate of solution• Uses objects to represent problem• Acts out problem physically• Draws diagram or picture• Uses graphic organizers, charts, tables, lists• Simplifies problem and solves that version• Works backward from goal to start
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Carrying out the plan
• Selects solution and pursues it
• Perseveres with a plan
• Abandons unsuitable strategies after reasonable time
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Reviewing
• Checks accuracy of solution against previous estimate
• Engages in reflection or metacognition
• Able to recall and re-use strategy
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Problem Solving & The Eight Intelligences
• Verbal Linguistic– Write about problem
and how to solve– Discuss solutions– Explain different ways
to solve problems
• Visual Spatial– Make visual pictures to
show steps in problem solving
– Create collages to illustrate events in solving a problem
– Mind Map problem solving steps
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Problem Solving & The Eight Intelligences
• Logical Math– Compare and contrast
alternatives – Analyze causes and
effects– Look for patterns in
problems and rank order factors
• Intrapersonal– Keep a personal
feelings journal– Evaluate personal
strengths in resolving conflicts and reflect on steps in solutions
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Problem Solving & The Eight Intelligences
• Bodily Kinesthetic– Act out scenes from
problem solving scenarios
– Create human sculptures to illustrate solutions
– Create/Play cooperative active games
• Musical Rhythmical– Create raps for anger
management steps– Learn concepts
through songs– Play musical
instruments to represent feelings
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Problem Solving & The Eight Intelligences
• Interpersonal– Facilitate the
mediation process with others
– Help others deliver “I Messages”
– Act out a different perspective to a problem
• Naturalist– Brainstorm solutions
and categorize them– Develop system of
responses to particular situations
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Problem Solving Strategies in Mathematics
• Searching for patterns• Drawing a picture• Making a chart or graph• Extending patterns• Using simple equations• Working backwards• Constructing a table
• Estimation• Simplify the problem• Breaking the problem into
parts• Finding a similar pattern• Mathematical modeling• Using algebraic equations
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Problem Solving RubricCRITERIA Level 1 Level 2 Level 3 Level 4
Identifying the Problem
•Partial explanation of the problem
•Complete explanation of what the problem is about
•Complete explanation of what the problem is about
•Complete explanation of what the problem is about•Identifies relevant and irrelevant information•Males reasonable assumptions
Planning to Solve the Problem
•Uses limited number of strategies•Uses same strategy most of the time
•Identifies variety of strategies but needs help in choosing appropriate strategy
•Identifies variety of strategies but chooses appropriate strategy
•Compares a variety of strategy and chooses most effective•Develops unique strategies
Solving the Problem
•Uses one strategy most of the time requires assistance
•Uses the strategy to follow through to the solution
•Applies strategies singly or in combination
•Applies alternative strategies to improve the solution
Looking Back •Requires prompting and assistance to determine reasonableness of solution
•Judges reasonableness of solution when directed to do so
•Judges frequently reasonableness of the solution
•Continually monitors the success of strategies selected
Use of Technology
•Uses technology as directed by teacher
•Uses appropriate technology with occasional assistance
•Independently uses appropriate technology as an aid
•Uses technology effectively and innovatively
Communication •Partially explains results with prompting and questioning
•Partial explanation with some clarity evidence of understanding
•Complete response with clear explanation
•Uses clear, coherent and insightful explanation
Persistence •Stays on task for a short amount of time•Needs frequent encouragement
•Stays on task •May need encouragement
•Stays on task •Stays on task•Takes appropriate risks
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Creative Thinking: Elements
Genre
Process
Quality
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Creative Thinking: Genre
• Awareness and knowledge of how to apply the basic forms or genres within a field of study
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Creative Thinking Genres
• Visual Arts– Landscape– Collage– Portrait– Cartoons– Advertising – Poster– Scene
• Language Arts– Short Fiction– Ode– Sonnet– Haiku– Personal Essay
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Creative Thinking Genres
• Music– Song– Sonata– Aria– March
• Science– Natural history– Environmental study– Chemical analysis– Animal Behavior
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Creative Thinking Genres
• Physical Education– Folk dance– Ballroom dancing– Tap– Ballet– Gymnastics– Floor work
• Mathematics– Modeling– Exploratory problems– (Foundations)
• Foreign Language– Translations of poetry– Translations of fiction– Translations of
Philosophy
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Creative Thinking: ProcessSearching for new ideasEstablishing a purposeUsing sketchingBrainstormingNote takingDrafting early workRevisionReflection
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Creative Thinking: Quality
Characteristics of High Quality Work
The work displays a high level of technical mastery
The work displays a highlevel of organization
The work displays a clearsense of purpose
The work displays a highdegree of originality
Using TechnologyFNO: http://www.fno.org/mar2000/whenbook.html
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Inquiry Units: Problem Based Approach
• What is Inquiry?
• Inquiry Approach Develops skills in:– Thinking – Research, Information, data gathering– Problem solving / decision making– Independent, self directed process– collaboration
• Goals and Principles
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Designing Learning Tasks
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Basic Inquiry Model (Inquiry Page)Initial Experience Divergent
Inquiry Question Convergent
Alternatives Convergent
Data
Synthesis Convergent
Assessing the Conclusion
Expressing the Conclusion
Evaluation
Exploratory activities introduced (Brainstorming)
Focus: Pupil poses suitable question around which study will develop.
Factors: Pupil suggests range of reasonable alternatives to answer question
Data: Pupil Collects information on each alternative
Consideration: Pupil arrives at conclusion by deciding on basis of accumulated information which alternatives give(s) BEST answer
Pupil ascertains whether conclusion adequately answers original question
Communication: Pupil organizes clear expression of conclusion
Evaluation: Pupil assesses appropriateness of conclusion and itsExpression in light of original question
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Models of Real-World Connections
• Project or Problem Learning
• Case studies
• Integrated learning (Visualization)
• Role plays and simulations
• Community service learning
• Real world research
http://www.exploratorium.edu/ifi/resources/classroom/connect/connect.pdf
Connect
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Inquiry Learning Resources
Web Resources
• http://ra.terc.edu/publications/Alliance_Access/Vol3-No3/inquiry-learning.html