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Documenting Teacher Actions during Inquiry-Based Instruction with the Analysis of Inquiry Rubric

Analysis of Inquiry Rubric (AIR) Purpose and Development. Purpose of the AIRDocument teacher actions that facilitate inquiry-based instruction in elementary classrooms and then use these actions to identify the necessary teacher knowledge and skills.Inform teacher preparation.DevelopmentEmpirical rubric based on ten inquiry video taped lessons grades 1st-9th (See NARST 2007 paper for details.)Based on the Five Essential Features of Inquiry .

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Documenting Teacher Actions during Inquiry-Based Instruction with the Analysis of Inquiry Rubric

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    1. Documenting Teacher Actions during Inquiry-Based Instruction with the Analysis of Inquiry Rubric April Dean Adams, Monica Macklin, and Renee Cambiano Northeastern State University Tahlequah, OK This material is based upon work supported by the National Science Foundation under grant number ESI- 0455573. Any opinions, findings, and conclusions or recommendations expressed in these materials are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

    3. Purpose of Today’s Working Session Provide an opportunity for you to preview the AIR to see if it provides useful data for your projects. Provide our project with feedback concerning its usefulness and clarity. Help our project determine what training materials might need to accompany the instrument. Discuss broader issues concerning research in the science classroom.

    4. Protocol for Today’s Video Analysis View the inquiry instruction and find the Essential Features of Inquiry that are addressed in this portion of the lesson. View the instruction and by observing the student actions determine the Variation of each identified Essential Feature. View the instruction and check the observed teacher actions under each identified Variation for each Essential Feature. Video clip 5: Class discussion concerning the usefulness of the data

    5. Discussion Answer the following questions and be ready to discuss your reasoning: Which Essential Features did you observe in this specific lesson? For each Essential Feature, which Variation did you observe? Which teacher actions did you document? Did you observe any teachers actions that were not documented on the AIR?

    6. Video Context Information Accessed prior knowledge concerning decomposition. Saw decomposition at nearby state park. Began a whole class guided inquiry on decomposition in preparation for a more open inquiry. Does soil affect the decomposition of material? Students helped determine what data would be collected. Collected data for the guided inquiry. Video clip 5: Class discussion concerning the usefulness of the data

    7. Discussion How can this rubric be made more useful or complete? What type of training materials are needed for the use of this rubric for research? Considering the teacher actions that are documented in the AIR, how can we prepare teachers for inquiry-based instruction? Participant comments and questions.

    8. Further Discussion What are some broader issues concerning methods of conducting research in the science classroom?

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