Inquiry: The 5 E’s Setting the Stage

1. Inquiry: The 5 E’sSetting the Stage

2. Commit and Toss I can know without understanding. I can understand without knowing.

3. Justified True or False Turn to a partner and explain why You feel these are true or false. A. Prior knowledge affects understanding. B. Prior knowledge effects learning. C. Prior knowledge effects teaching.

4. Volleyball not Ping-Pong How do formative assessments you give inform your instruction? When a child is engaged in learning, what does that look like in your room? What don’t you know about inquiry?

5. Different students will achieve understanding in different ways, and different students will achieve different degrees of depth and breadth of understanding depending on interest, ability and context. But all students can develop the knowledge and skills described in the Standards, even as some go well beyond these levels.(NRC,1996 p. 2)

6. Misconceptions • The theories children build, whether they are right or wrong, are not capricious. They are often logical and rational, and firmly based in evidence and experience. As they explore, children organize what’s around them, building their own schemes, and structures and concepts. (Karen Worth; The Power of Children’s Thinking, Foundations Vol.2)

7. Where do misconceptions come from? Students’ ideas do not always evolve as quickly as the rate of concept presentation in most textbooks and in many teacher-designed units of instruction. http://209.85.173.132/search?q=cache:-nXQpANylSAJ:dese.mo.gov/divimprove/ curriculum/science/SciMisconc11.05.pdf+ Science+Matters+misconceptions&hl=en&ct=clnk&cd=2&gl=us

8. Understanding is often expected before students have a chance to adequately explore and convince themselves of what they have been told.

9. What is inquiry? It’s how we learn. It’s a way of knowing. We hold to what we have constructed in our minds to be true based on our experiences whether observed first hand, or through secondary resources that we trust. Then something comes along to challenge that model to the point we have to rethink or reorganize our mental model into a new improved model based on the new information. New learning has taken place.

10. What is inquiry? It’s a way to teach. To bring about the skills in our students that allow them to be able to know what they know and what they don’t know and gives them the ability to recognize why they don’t know it. It allows them to look with opened mind to new ideas that challenge their thoughts. It promotes and strengthens critical thinking skills.

11. Levels of inquiry What information is given to students? How much involvement is from the teacher. Question Procedure Solution 1X X X 2X X 3X (guided) 4

12. 5 E’s of Inquiry Engage - prior learning Imperialism Where does the moon get its light? Explore – the concept Explain– your ideas Elaborate – requires further questioning Evaluate – apply new learning We are going to investigate the first one. If time permits, we will explore the next two.

13. Inquiry “Method”? • As with The Scientific Method , We run the risk of teaching or learning that the Inquiry method is “the” method of how we learn or gain knowledge.

14. Science Practices Is it or could it be best to state that there are many ways that science “gets done” or is practiced? The nature of science is that any one or combination of many practices may lead us to an understanding or greater understanding of a concept over time whether short term or long term. Scientific knowledge is always changing. New technology leads to better or new observations that lead to new questions. These questions can be answered through testing, research, more observations, or even their predictive strengths. Are Hypotheses always needed then? Are tests always needed? How do we make certain that claims made in science by scientists are true?

15. YOU DECIDE Take a position Defend your position Cite research and model examples. Research with citations Due October 16 Defense Due October 19