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Inquiry-Based Teaching Strategies The instructor uses inquiry-based teaching strategies effectively to facilitate learning

Key Method The instructor uses inquiry-based teaching strategies to facilitate participant learning. This includes asking questions that elicit prior knowledge and move thinking forward, and facilitating discourse that allows participants to learn through discussion.

Method Components The intention of this competency is to examine ways in which the instructor uses inquiry-based teaching strategies such as questioning and discourse to move learning forward. Although some direct instruction may be present during the session, this competency focuses specifically on moments when inquiry is solicited. Components for Demonstrating Inquiry-Based Teaching Strategies

A. Designs questions to guide participant inquiry - Identifies points in the instructional sequence where inquiry is appropriate - Composes questions to guide inquiry - Anticipates the learning trajectory for each key idea and plans questions to help move participants

forward in uncovering these

B. Implements the inquiry process - Launches learning sequence in a way that leads to inquiry strategies - Asks questions to guide discovery of key ideas - Observes participants and uses questions to move their thinking forward toward understanding

key ideas

C. Ensures learning goals are met - Compares planned questions with asked questions - Adjusts interactions to ensure learning takes place - Articulates evidence of participant learning

Supporting Research § Borko, H. (2004). Professional Development and Teacher Learning: Mapping the Terrain. Educational

Researcher, 33(8), 3–15.)

§ Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad. Dallas, TX: National Staff Development Council. http://learningforward.org/docs/pdf/nsdcstudy2009.pdf

§ Loucks-Horsley, S., Stiles, K. C., Mundry, S., Love, N., & Hewson, P. W. (2010). Designing Professional

Development for Teachers of Science and Mathematics (3rd ed.). Thousand Oaks, CA: Corwin.

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§ Park Rogers, M. Abell, S., Lannin, J., Wang, C. Y., Musikul, D., Barker, D., & Dingman, S. (2007). Effective Professional Development in Science and Mathematics Education: Teachers’ and Facilitators’ Views. International Journal of Science and Mathematics Education, 5, 507-532.

Submission Guidelines & Evaluation Criteria The items in this following section detail what must be submitted for evaluation. To earn the micro-credential, you must receive a passing evaluation for each question in Parts 1 and 3, and a “Yes” for each component in Part 2. Part 1. Overview Questions (300-word limit for each response) Part A

§ What grade level, mathematics domain, and task were discussed in the Inquiry segment? - Passing: The instructor lists the grade level, domain, and task

§ How did you determine that this segment was best suited to the inquiry process?

- Passing: The instructor selects and justifies a 10-minute segment that demonstrates an inquiry-based approach to teaching.

§ What questions did you plan to guide inquiry?

- Passing: The instructor lists the questions planned ahead of time.

§ What participant issues did you anticipate ahead of time? - Passing: The instructor lists the issues anticipated ahead of time and associated questions to ask to

help them move forward.

Part 2. Work Examples/Artifacts Instructor must submit a 10-minute video clip that demonstrates his/her competency in leading an inquiry-based session. The rubric will center on ways in which the instructor used questions to facilitate learning in contrast to using direct instruction techniques. Part B

“Yes” “Almost” “Not Yet” “Not Observed”

Launches learning sequence in a way that leads to inquiry strategies

Successfully launches learning sequence in a way that leads to inquiry strategies

Does not successfully launch learning sequence in a way that leads to inquiry strategies

Asks questions to guide discovery of key ideas

Asks high-quality inquiry questions, either planned or spontaneous, that result in moving participant thinking forward toward key ideas

Uses inquiry questions, either planned or spontaneous, with only some of those questions resulting in participant thinking moving forward toward key ideas

Attempts to ask inquiry questions, either planned or spontaneous, but questions do not lend themselves to moving participant thinking forward toward key ideas

No inquiry questions were asked

Observes participants and

Listens to participants and asks strategic

Listens to participants and asks follow-up

Listens to participants and asks follow-up

Does not ask follow-up questions based

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uses questions to move their thinking forward toward understanding key ideas

follow-up questions based on participant misconceptions or lack of prior knowledge, either planned or spontaneous, that result in moving participant thinking forward

questions based on participant misconceptions or lack of prior knowledge, either planned or spontaneous; many questions lend themselves to the inquiry process, but some questions do not result in moving participant thinking forward

questions based on participant misconceptions or lack of prior knowledge, either planned or spontaneous; few questions lend themselves to the inquiry process, most or all questions do not result in moving participant thinking forward

on participant misconceptions or lack of prior knowledge, may ask questions unrelated to moving participant thinking forward

Part 3. Educator Reflection (300-word limit for each response) Part C

§ How did your planned questions align with the actual questions asked? - Passing: The instructor compares/contrasts questions asked.

§ How did you adjust your interactions with the participants based on ways in which they struggled?

- Passing: The instructor describes at least two times when instruction was adjusted and explains his/her decision process.

§ What evidence can you cite that your participants met the learning goal(s) of the session?

- Passing: The instructor cites and describes at least two sources of evidence for participant learning and how s/he interpreted this evidence.