Scribd
Upload
127 views6 pages

5einquiry Plsessiondocumentation

The document summarizes a professional learning session for teachers on implementing inquiry-based learning in their classrooms. Several teachers shared how they planned to incorporate inquiry-based models into their lesson plans, including the 5E model, 3-Act Math, and the Stripling Model of Inquiry. The teachers discussed challenges with differentiation, engagement, and content coverage but agreed that modeling their thinking and having students explain phenomena were keys to successful implementation. They committed to further lesson planning and bringing student data to assess the impact of these new inquiry-based approaches.

Uploaded by

api-269480354
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
127 views6 pages

5einquiry Plsessiondocumentation

The document summarizes a professional learning session for teachers on implementing inquiry-based learning in their classrooms. Several teachers shared how they planned to incorporate inquiry-based models into their lesson plans, including the 5E model, 3-Act Math, and the Stripling Model of Inquiry. The teachers discussed challenges with differentiation, engagement, and content coverage but agreed that modeling their thinking and having students explain phenomena were keys to successful implementation. They committed to further lesson planning and bringing student data to assess the impact of these new inquiry-based approaches.

Uploaded by

api-269480354
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 6

Week 1

Professional Learning Session Documentation: Translating Learning Goals into


Classroom Practice
Learning Goal/Outcome:
Share research and understand the inquiry model and find out what is applied most
successfully in our content areas.
Write lesson plans to implement in classroom practice.
Identify student data goals to bring to later sessions
Implications for content decisions and
Implications for pedagogical decisions
instruction:
and instruction:
If this process involves more depth to
Khaleb - Need to find examples that work
breadth and our classes are so
and pare them down/accommodate for
heterogeneous, what should be done
students
about the extent of content? Doing this Logan - feels like he could plan it but could
process well seems to imply the sacrifice
be a challenge to implement
of in-class content coverage. How do we Jake - Finding the right question to ask at
get students to do this?
the right time
As we take on this inquiry-based learning, Forrest - Needs to work on explanation
it will involve more conceptual and less
modeling, reading through What Teacher
nitty-gritty factual. We are aware of this
Should and Shouldnt Do during
but feel that that the benefits provided by Exploration, and focus on Explore more.
a stronger
Also needs to watch 5E on BSCS.
conceptual/application/synthesis approach
will serve students more than just rote
content knowledge of the nitty-gritty.
This does not mean we abandon the nittygritty. It merely means we intend to
address solutions to this separately. There
will be multiple problems posed by serving
heterogeneous students bodies, AP
courses, non-AP courses, etc.
Balancing content knowledge is possibly a
whole separate research project.
Explicit teaching moves to practice new
Explicit teaching moves to practice new
content learning:
pedagogical learning:
1.

See Above.
2.
3.

1. Jake - Putting the problem first. Working


on the Engage first. Not fearing that
students wont try. Logan too.
2. Modeling explaining their ideas (claims,
evidence, justification). MODEL THIS.
3. Work on methodology for Explore.
4. Modeling the Explain with primary
sources in history. We need students to be

able to pull out material and understand


the perspectives. We need them to
actually understand this.
5. Move away from outwardly defining
topics. Focus on the Explore.
What will the successful achievement of this goal look like?
Teacher: Full planned lesson, taught with inquiry. Bring in data on percent student
engagement and how long they were engaged. Bring in exit tickets if you want. Bring
in gradebook as it stands BEFORE you implement.
Student: Students explaining phenomena. Students cognitively engaged during work
time. Students appropriately cite evidence in explanations.

Notes

Math - Jake
Research study
3 Act Math
Act 1: Engage
Act 2: Give students resources to be able to solve that problem
Test your model to see if it works
Act 3: Evaluate your model in light of reality
Hypothesis is to increase student engagement - can be tied to 5E Model formally
No specific research to start
Study of inquiry-based learning - Logan
Middle school science, English, history
Developed inquiry-based curriculum
Possible Problems for Implementation at PCA
Every student starts at a different level
No good answer for how to structure this differentiation
Hard to determine how much info to give for a particular problem for the varying levels
of students in the class
Focused on Yes and No Answers
Key Points
If experiment fails, encourage students to find alternative explanations/claims for why
results turned out as they did
Science - Radarian
Focused on history and background of Inquiry
BSCS created the 5e model
Why has five e become
Engage, explore explanation elaboration evaluation

Start with a pedagogical philosophy background,


BSCS received grant in 1980s from IBM to look at modeling practices (SCIS was the
predecessor to 5e)
How People Learn 1999 - if students arent initially engaged by bridging what they
know to new concepts they will likely fail at understanding new information, Students
need strong factual knowledge, how do they fit together, how can you use facts in new
ways
Direct instruction V. Discovery
Direct: Lecture (I do, we do, you do)
Discovery: Student learns all information
Best method - probably in the middle depending on what is being taught - it doesnt
have to be one or the other always
Meta-analysis of instructional styles:
5e shows improvement in mastery, scientific reasoning.
Effectiveness of 5e study:
students were 4 months ahead of control group on average
5e did improve over traditional models in a couple different studies but small sample
sizes (every day was a 5e in most studies)

Khaleb - focused on history


Stripling Model of Inquiry
focused on primary source documents, showing different perspectives of individuals in
the same period
Leads into discussion, and revise their previous beliefs/conclusions as they look at more
primary source documents
Students could eventually develop their own questions
Recommends beginning more direct instruction so students can understand the model
before doing it alone
Struggle with having students reading documents outside of class and it would take a
lot of time in the classroom
Inquiry is not about seeking the right answer but creating a thinking process understand a perspective and where that perspective came from
Steps to Stripling Model of Inquiry
Connect to self/previous knowledge/some background knowledge
Students can think about Essentail question as they read the document
Make questions/wonder about whats going on
Investigate what is going on/create new hypotheses/adjust theories
Construct new understandings

Express understanding in new context (likely discussion aspect)


Reflect on own learning - reflection happens throughout. However this is focused on did
your opinion change? Why?
Struggles students knowing when to interject and with facts not just emotions. What evidence do
you have?
Not everything has different perspectives to look at (try to find things with more than
two sides)
Kathryn
Find a question
Investigate
Create new information
Discuss
Reflect
*Choice is a recurring theme but wont work for everything
In some instances, students were told what to create
This turned out to be the least successful approach
Students that chose their own artifact were happier and performed way better
Overall Thoughts
What the Engage poses is what should narrow the focus for student investigation

Steps for Us
We need to model how to explain our thinking for students
We need to model this process (model making a claim, evidence,
justification/explanation)
Teach it explicitly in lesson before just diving into the process
Need to help students differentiate between relevant and irrelevant evidence
Khaleb - Need to find examples that work and pare them down/accomodate for
students
Logan - feels like he could plan it but could be a challenge to implement
Jake - Finding the right question to ask at the right time
Forrest - Needs to work on explanation modeling, reading through What Teacher
Should and Shouldnt Do, and focus on Explore. Also needs to watch 5E

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy