eizenga inquiry presentation cea oct 24, 2013
DESCRIPTION
This presentation is about using inquiry methods in a high school science classroom and was presented at the Christian Educators Conference Oct 24, 2013 in S. Bend INTRANSCRIPT
Where are the Instructions?Using Inquiry in the Classroom
Dale EizengaHolland Christian HSCEA Oct 24, 2013
Wednesday, October 16, 13
SB - CEU code:
Slides are at:slideshare.net
Let’s sit by similar disciplines
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About me:
Taught Chemistry at HCHS for 20yrs
2008-2010 - GVSU Target Inquiry
2008 - started using movies to teach skills (Flipped Classroom)
2012 - started using Standards-based Grading
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What is Inquiry ?As with any hot topic: Lots of ideas
Common characteristics
“Need to Know” information- flipped learning helps w/this
More than one solution- SBG helps with this
Student-directed
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What isn’t Inquiry?Verification Labs - one correct answer
Students:
know the answer beforehand
focus is “doing it right” & an expected result
expect data to support the expected answer
don’t see a need for multiple trials
do the same procedure looking for the same result (earn a grade like worksheet)
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What isn’t Inquiry?Verification Labs
Teacher: Focus on Efficiency:
very clear directions - “student-proof”
all materials set up carefully - lots of students accessing them at the same time
“Fill-in-the-Blank” data tables
short answers to questions (same for all)
quick “did you do it” grades
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What isn’t Inquiry?Teacher - directed
No/little student choice
document/product created by teacher
procedure created by teacher
materials chosen by teacher
How does this fit w/ your discipline?
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Common MisconceptionsI don’t have TIME: I have too much to cover
Breadth vs. Depth tension
How effective is your current methods?(Caught vs. Taught)
I can’t take the CHAOS:
Students discover anything: totally open-ended
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Practical InformationTeachers who haven’t learned through inquiry will struggle to teach with it.
Levels of Inquiry (Fay & Bretz, Science Teacher 2008)
Level Question Method Solution
0 Teacher Teacher Teacher
1 Teacher Teacher
2 Teacher
3
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Practical InformationSeveral styles of going “inquiry-based”
Style 1:Start low & gradually progress to higher levels
Pro: time to develop skills needed at higher levels
Con: students resist, little time at higher levels
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Practical InformationSeveral styles of going “inquiry-based”
Style 2:Start low & quickly progress to higher levels
Pro: more time at higher levels
Con: too much too fast, can be difficult for students sustain the independence required for highest levels
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Practical InformationSeveral styles of going “inquiry-based”
Style 3:Use various levels within broad units
Pro: experiences at all inquiry levels in varied topics, don’t have to redesign everything at once
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Practical InformationTell students WHY you are doing this style
esp. important for students who have been successful in the traditional school setting.
Get feedback from students & adapt
Use “flipped classroom” methods to gain time - use for skills needed at diff. times by diff. students
Everything in moderation!
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Examples:Acid & Base Intro Activity: Low Level
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Examples:Titration Lab - old style
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Examples:Titration Lab - today
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Examples:Reaction Rates experiment: high level
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Thanks! & Questions?SB-CEU code:
Starting:
Ending:
Slides are at - slideshare.net
Contact me:
Dale Eizenga - Holland Christian [email protected]
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