1 / 11

Inquiry-Based Teaching

Inquiry-Based Teaching. Gail Dickinson, Ph.D. 2015-2016. Importance of Quality Instruction. The single greatest impact on student achievement = Classroom teachers Most significant factor that influences achievement gains = Quality instruction

nevaj
Download Presentation

Inquiry-Based Teaching

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Inquiry-Based Teaching Gail Dickinson, Ph.D. 2015-2016

  2. Importance of Quality Instruction • The single greatest impact on student achievement = Classroom teachers • Most significant factor that influences achievement gains = Quality instruction • 27% American PhD Scientists influenced by teacher • More important for girls

  3. How should teachers teach? • Think about your own experience as a science student. • What did a typical science lesson look like? • What did the teacher do? • What did you do as a student?

  4. Learning • Learning has nothing to do with what the teacher covers. Learning has to do with what the student accomplishes (Wong, 2009) • Lessons in which students listen passively, do individual seatwork, or copy from the blackboard correlate with lower student achievement (Tandon & Fukao, 2015).

  5. Problems with Lecture • Students bring ideas to lessons. Lecture does not change those ideas. • Students memorize correct responses without understanding. • Students cannot apply knowledge. • Emphasis is on lowest level of Bloom’s taxonomy.

  6. The 5E Model of Instruction

  7. 5E Model of Instruction ENGAGE • Students mentally focus on an object, problem, situation, or event • Make connections to past & future activities • Ask question, define problem, show discrepant event, imagine, acting out problematic situation

  8. ENGAGE • Imagine a baby on a swing. • How can I make the baby swing faster? • Assess: Check prior knowledge listed.

  9. EXPLORE • Give all students common, concrete experiences to build concepts, processes, and skills • Student-centered, Teacher guided • Teacher asks questions as students work to help them explore. DO NOT GIVE ANSWERS

  10. EXPLORE • Write your predictions for the 3 testable variables. • Test ONE variable at a time. • E.g., Short vs long string with one washer and 90°Angle of release) • E.g. 2 One washer vs 2 washers keeping the same length string and angle of release.

  11. EXPLAIN • Provides common use of terms relative to the learning experience. • Ask students to give their explanations • Connect explanations to experiences in engagement & exploration. • Focus on how and why things worked – not just what happened. • Present concepts, processes, or skills briefly, simply, clearly, & directly.

More Related