ASTE Session: EQUIPping Teachers to Achieve Meaningful Inquiry-based Teaching and Learning

Jeff C. MarshallClemson University

2010 NSTA Presentation

Agenda

• Inquiry– Why inquiry?– What is it? – What does it look like?

• 19 Indicators of effective inquiry-based teaching and learning

• Examples• Your teaching practice

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• Thinkers are needed—facts and information are quickly available!

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Why Is Inquiry So Important?According to former secretary of Education Richard Riley

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Informational slides from: Did you know 4.0—available on YouTube.

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So data are everywhere—now what?

• More focused, intentional, formative, minds-on, reflective teaching is needed—BETTER TEACHING

• But how?

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Session Focus

• INQUIRY-BASED instruction and learning– National Science Education Standards (NRC, 1996)– Inquiry and the NSES (NRC, 2000)– Inquiry Within (Llewellyn, 2007)– 4E x 2 Instructional Model (www.clemson.edu/iim)

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What is Inquiry?• 100% consensus lacking, but inquiry is…

multifaceted activity that involves studentsobserving

questioning (scientific)predicting

planning investigationsgathering and analyzing data

communicating solutions and explanationsconsidering alternate hypotheses

• While engaging in learning key concepts

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Inquiry Continuum

• Inquiry follows a continuum—not an either/or

• Pre-Inquiry or Non-Inquiry—other strategy used• Developing Inquiry—prescriptive/cookbook• Proficient Inquiry—often guided • Exemplary Inquiry—maximal student engagement

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Proficient Inquiry—is often

guided, but when effectively

implemented, it can challenge

students to think and problem

solve within the context of critical

content.

Facilitating Inquiry• If you improve the following areas—learning

increases!• Instruction (How do I lead?)• Discourse (How do we interact?)• Assessment (How is instruction influenced by

student achievement/knowledge?)• Curriculum (What guides teaching and learning?)

Although all are inter-related, each will be considered independently.

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Instructional Factors• Instructional Strategies• Order of Instruction• Teacher Role• Student Role• Knowledge Acquisition

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Order of Instruction

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Discourse Factors

• Questioning Level• Complexity of Questions• Questioning Ecology• Communication Pattern• Classroom Interactions

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Complexity of Questions

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Assessment Factors

• Prior Knowledge• Conceptual Development• Student Reflection• Assessment Type• Role of Assessing

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Prior Knowledge

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Curriculum Factors

• Content Depth• Learner Centrality• Integration of Content and Investigation• Organizing and Recording Information

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Learner Centrality

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You and Your Class

• Focus on one indicator for each category (instruction, discourse, assessment, and curriculum) to improve.

• Make small changes to lessons until you consistently earn at least a proficient.

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Further Information

• Jeff C. Marshall, Clemson University– email: marsha9@clemson.edu– website: www.clemson.edu/iim – The Science Teacher, April 2009 issue

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