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Dilella, klunder, tsoflias week 5 jig saw presentation - ch. 5


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Dilella, klunder, tsoflias week 5 jig saw presentation - ch. 5

  1. 1. Chapter 5Designing for Inquiry as a Social PracticeRebecca K. Schekler and Sasha A. Barab<br />EDUC 532-901<br />Winter 2010-2011 Term<br />Week 5 JigSaw Team Project<br />Group 5<br />Chad DiLella<br />Jaclyn Klunder<br />Nicole Tsoflias<br />
  2. 2. Background on the Inquiry Learning Forum (ILF)<br />What is inquiry?<br />Central focus of the ILF is inquiry in a social setting<br />Designed around a “visiting the classroom” metaphor<br />Supports Professional Development of Math and Science Teachers<br />
  3. 3. Framework for the ILF<br />10 elementary school teachers entered a classroom where Aquatic Salamanders were present<br /><ul><li>The teachers registered on the ILF website, specifically an online forum dedicated for teachers to discuss the implementation of Aquatic Salamanders into the classroom.</li></li></ul><li>Some Aspects of a Deweyan Theory of Inquiry<br />“Cycle of disequilibrium and restoration of equilibrium.”<br />“Trigger” for disequilibrium that can lead to growth can take many different forms<br />Example 1: How to care for Salamanders in the classroom<br />Example 2: Science testing<br />Example 3: New lesson plans<br />
  4. 4. Dewey’s aspects of inquiry<br />
  5. 5. e-ILF<br />ILF’s Web site includes<br />Videos of teachers engaged in inquiry<br />Discussion forums<br />Library of teaching ideas and resources<br />Activities for learning inquiry techniques<br />Allows teachers to communicate<br />“The classroom, as the main habitat of the teacher, is notorious for its closed doors, isolation, and lack of connection with the community” (Drayton & Falk, 2009, p. 135). <br />
  6. 6. Pluralism in the ILF<br />Teachers look to teachers they know for advice, goes against pluralism<br />Dewey stressed the necessity of pluralism as a source of diversity that fuels inquiry<br />Plurality induces tension in the ILF<br />To encourage sociability of members, ILF made face to face workshops and redesigned the Web site<br />
  7. 7. Changed Habits, Restoration of Equilibrium<br />ILF attempts to conduct professional development online<br />Hard to see change in habits online<br />Teachers tend to read online forums more than they contribute<br />Some changed practice seen in multiple videos posted by teachers<br />
  8. 8. Design Implications<br />Sameness vs. Difference<br />Promote Difference <br />Inquiry Circles <br />Trust<br />Small Inquiry groups <br />Bounded Groups <br />
  9. 9. Conclusion <br />Use Dewey’s Theory of Inquiry <br />Situations, reasonable doubt, dialogical pluralism, habit<br />Face to face interaction<br />Create both smaller and larger groups <br />Designers are important to the inquiry learning process<br />
  10. 10. Works Cited: <br />Scheckler, R. K., & Barab, S. A. (2009). Designing for Inquiry as a Social. In B. Drayton, & J. Falk, Creating and Sustaining Online Professional Learning Communities (pp. 125-152). New York: Teachers College Press.<br />Facione, P.A. (2007). Critical Thinking: What It Is and Why It Counts - 2007 Update. Retrieved from:<br />