Classroom Inquiry in Classroom Inquiry in Grades 1-6Grades 1-6

Adapted from: Paul Vellom, Adapted from: Paul Vellom,

WMU Department of EducationWMU Department of Education

From the literature….From the literature….

Oxford English DictionaryOxford English Dictionary Inquiry 1.a Inquiry 1.a The act of seeking, esp.. (not always) for truth, The act of seeking, esp.. (not always) for truth,

knowledge, or information concerning something; search, knowledge, or information concerning something; search, research, investigation, examination.research, investigation, examination.

attrib. and Comb., as ….. attrib. and Comb., as ….. problem-solverproblem-solver, one who finds , one who finds solutions to difficult or perplexing questions or situations; solutions to difficult or perplexing questions or situations; hence hence problem-solving n., problem-solving n., the action of finding solutions to the action of finding solutions to such problems;such problems;

From NSESFrom NSES

National Science Education Standards -Pg 23National Science Education Standards -Pg 23Inquiry is a multifaceted activity that involves making Inquiry is a multifaceted activity that involves making

observations; posing questions; examining books observations; posing questions; examining books and other sources of information to see what is and other sources of information to see what is already known; planning investigations; reviewing already known; planning investigations; reviewing what is already known in light of experimental what is already known in light of experimental evidence; using tools to gather, analyze, and evidence; using tools to gather, analyze, and interpret data; proposing answers, explanations, interpret data; proposing answers, explanations, and predictions; and communicating the results. and predictions; and communicating the results. Inquiry requires identification of assumptions, use of Inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of critical and logical thinking, and consideration of alternative explanations.alternative explanations.

From a Methods Text… From a Methods Text…

Problem solving is also an important strategy for Problem solving is also an important strategy for constructing and negotiating meaning. constructing and negotiating meaning.

Learning to Teach Science: A model for the 21Learning to Teach Science: A model for the 21stst Century(J. V. Ebenezer & S. Century(J. V. Ebenezer & S. Connor; 1998) pg. 140-141Connor; 1998) pg. 140-141

Methods text.. continuedMethods text.. continued

In general, inquiry is finding out about In general, inquiry is finding out about something. It centers around the desire to something. It centers around the desire to answer a question or to know more about a answer a question or to know more about a situation. situation.

Science Instruction in the Middle and Secondary Schools Science Instruction in the Middle and Secondary Schools (Chiapetta, E. L. and Koballa, Thomas R.; 2002) pg 91(Chiapetta, E. L. and Koballa, Thomas R.; 2002) pg 91

Kinds of Inquiry:Kinds of Inquiry: Open Guided Directed

Students’ questions Our (class) questions Teacher’s questions Motivation and interest are key here… Also must consider how to intro abstract or new

concepts

Given our need for accountability and a common set of understandings at grade level: Guided/Directed Inquiry (most often) Open Inquiry (for some topics)

Before you design instruction:Before you design instruction:

“Dig in” to the topic (discuss & work with others, if possible):

1. Examine district or state benchmarks

2. Look over teaching materials, resources

3. Identify/craft learning statements (what do you want your students to be able to say/write at the end of the unit/lesson?)“Plants need sunlight in order to live.”“Plants make their own food using water, carbon dioxide, and energy from sunlight.”

Begin with two events, in any Begin with two events, in any order (but do both!):order (but do both!):

Find out what students know about the topic, in as much detail as possible

AND

Pose a problem that focuses on "how does this work?" or "why does this happen?"

As you engage students in the As you engage students in the problem/topic:problem/topic:

Work with students' notions, ideas, language so that the inquiry is "theirs" "ours" (not "yours" alone).

Feel free to add terms/ideas that are central to your lesson/unit, so that students can use these in their thinking.

As you engage…(#2)As you engage…(#2)

Frame your work as, "Let's find out", and perhaps ask "How could we find out?" and value students' ideas about this.

Tell the students at least a portion of the path you will take to find out.

What scientists do: TOPE What scientists do: TOPE (by Dr. Charles Anderson, MSU)(by Dr. Charles Anderson, MSU)

Working on TECHNIQUES for observing, gathering data

Making OBSERVATIONS (using senses and sometimes using special tools) and recording them in an orderly way

Looking for PATTERNS in recorded data

Developing EXPLANATIONS using evidence from data

Investigate!Investigate!

Specify Techniques that will be used Students should record Observations by:

Writing (first draft rules) Drawing & labeling manipulating data and images

Should also be encouraged to think about "why".

Encourage talk and share/compare as needed.

Investigate! (#2)Investigate! (#2)

Can include: Experiments (controlling all but one variable) Observational study Structured play, modeling, role playing Discovery activities Using reference materials (texts, internet, video, etc.)

for specified tasks/quests Teacher-led demonstrations Etc…

After (sometimes during) After (sometimes during) investigation: *a critical point*investigation: *a critical point*

Gather class dataGather class data: pool your data/findings : pool your data/findings By reporting out from groups/individualsBy reporting out from groups/individuals By recording on a big chart or overhead By recording on a big chart or overhead

transparency (durable artifact here)transparency (durable artifact here) Other methods…Other methods…

Seek Patterns in the dataSeek Patterns in the data with students with students offering ideas and you "filtering".offering ideas and you "filtering".

Develop Explanations: Develop Explanations: Whole Group/Class or Pairs/IndividualsWhole Group/Class or Pairs/Individuals

Do this work with your lesson/unit learning Do this work with your lesson/unit learning statements as a guide. statements as a guide.

Refer to texts, experts, other resources as Refer to texts, experts, other resources as needed. needed.

Re-demonstrate with explanation as Re-demonstrate with explanation as needed; employ diagrams, models.needed; employ diagrams, models.

Goal: Every student can explain.Goal: Every student can explain.

Explanations (#2) and Re-cyclingExplanations (#2) and Re-cycling

As ideas different from desired As ideas different from desired understandings emerge, make decisions understandings emerge, make decisions about: about: 1) investigating more, or1) investigating more, or 2) providing counter-evidence, or 2) providing counter-evidence, or 3) using discussion, comparing, reasoning out 3) using discussion, comparing, reasoning out

to refine/limit those ideas being considered.to refine/limit those ideas being considered. Remember that investigation often leads Remember that investigation often leads

to new questions! Value/honor this.to new questions! Value/honor this.

Desired OutcomesDesired Outcomes

Every student should demonstrate Every student should demonstrate understanding of the key concepts, terms, understanding of the key concepts, terms, ideas. ideas.

Use a variety of methods: Use a variety of methods: Known-response: short-answer worksheets, Known-response: short-answer worksheets,

multiple choice, true/false, matching, multiple choice, true/false, matching, sentence completion, labeling diagrams, sentence completion, labeling diagrams, defining terms, “quick writes”, performance, defining terms, “quick writes”, performance, etc…etc…