1 / 26

Welcome

Welcome. Write your name on your journal. Label the first page “Table of Contents”. Number each page. On the last page, create an Alpha Box graphic organizer. Engaging Students. Inquiry-Based Learning Math & Science. Debrief Notebook Task. Purpose of Notebook.

rey
Download Presentation

Welcome

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. Welcome • Write your name on your journal. • Label the first page “Table of Contents”. • Number each page. • On the last page, create an Alpha Box graphic organizer.

  2. Engaging Students Inquiry-Based Learning Math & Science

  3. Debrief Notebook Task

  4. Purpose of Notebook • To record new understandings • To pose questions to which you need to find the answers • To record “Ah Ha’s” • To explore new concepts • To provide a record of your experiences Strategy-Notebook/Journal

  5. Inquiry Learning

  6. Definition Characteristics Inquiry Learning Non-examples Examples Strategy-Frayer Model

  7. Guiding Questions • What is inquiry learning? • What is the role of the task? • What is the role of the teacher? • What is the role of the student?

  8. Characteristics of Inquiry Learning • Student centered • Teacher facilitated • Active learning approach focusing on questions, critical thinking and problem-solving • Makes sense of information

  9. Inquiry Learning in Mathematics

  10. “Canceling” Zeros When Looking for an Equivalent Fraction

  11. “Canceling” Zeros When Looking for an Equivalent Fraction • Sort these fractions into two categories. • Category 1—fractions for which you do not get equivalent fractions when you cross out zeroes. • Category 2—fractions for which you do get equivalent fractions after crossing out the zeroes. (Describe what mathematical principle allows you to cross out the zeroes.)

  12. Making Sense of the Learning and Pedagogy in Mr. Punzak’s Classroom

  13. Mathematical Discourse “a way for knowledge to be ‘constructed’ and ‘exchanged’ in the classroom” Deb Ball

  14. Science Classroom Difference What are the teachers doing? What are the students doing? What is the task? What is the environment of the of the classroom?

  15. MaryLu Hutchins, NBCT First Grade Steenrod Elementary School

  16. Table talk: What was the teacher doing? What are the students doing? What is the task? What is the environment of the of the classroom?

  17. Air Pressure Exploration

  18. What is the role of the task? • Focuses student work on learning important content • Allows students entry to the problem from different points • Encourages divergent thinking • Engages the students in thinking as the expert (mathematician, scientist, historian)

  19. What is the role of the teacher? • Selection of inquiry learning tasks • Preparation of materials needed to facilitate student learning • Facilitates student learning • Asks probing questions • Observes students at work to identify misconceptions and next steps

  20. Lesson Components

  21. What is the role of the student?(What does an engaged student look like?) • Engages in active problem solving • Constructs meaning within the given content • Communicates understandings

  22. What is the role of chief instructional leaders? • Insure that inquiry learning is occurring you in the classroom • Be supportive of the teachers needs • Professional development opportunities • Planning needs • Resources • Be aware of environmental changes in the classroom resulting from inquiry

  23. Definition Characteristics Inquiry Learning Non-examples Examples Strategy-Frayer Model

  24. Quotes from WV Teachers “I was so excited last week about the way my students are using their science notebooks! We were observing hair on our arms and bird feathers to begin a unit on types of animals. They were recording the information they observed in their science notebooks.  Previously in reading we had worked with a venn diagram to compare two stories.  While we were working observing hair and feathers with hand lenses, one of my little boys said "Hey, can't we use one of those circle things to write how they are alike and different?" I was sooooo excited! He had applied the graphic organizer to science and it was wonderful! My students are in love with science this year! I have been making our curriculum as hands on as possible. I have just received two books I ordered to teach one of the lessons from the "Picture It!" resource book we received at TLI. I just wanted to share because I am so glad to be inspiring little scientists!!” Melissa Rose Braxton County

  25. Quotes from WV Teachers “Oh my goodness---it is not that the math was right or wrong...however, it was the conversations and group work that was taking place that really captured me. Watching 4th graders take numbers apart and put them back together again for what is truly their first experiences in doing this--is amazing. I have found myself picking up my flip camera and taking pics and short video clips just to reflect on later to analyze student growth and use as an assessment. Today during ‘Quick Images’ I had a student ask me if we could do this all day!!!!!!!!!!!! Another said, ‘This is fun’!!!!!!!!!!”Tonya Hatcher Mingo County

More Related