Chapter 5 planning inquiry instruction


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Chapter 5 planning inquiry instruction

  1. 1. Planning and managing inquiry instruction<br />SCED 475, Fall 2009 by Dr. Song <br />Chap5.<br />
  2. 2. 4 Steps in planning well-designed science lessons<br />Select science content that is consistent with state or national content standards<br />Write learning objectives<br />Develop learning activities <br />Plan assessment tasks and procedures <br />
  3. 3. 1. Select Science Content <br />NSES: broad goals <br />State standards / District curriculum guides: specific contents <br />FOSS (Full Option Science System)<br />Developing teachers’ knowledge of science <br /><ul><li>Resources: books (textbooks, teachers’ guides, children’s books), internet, other teachers, science specialists, college courses and institutions, conferences, professional development </li></li></ul><li>Professional Development (groups)<br />CAST: Colorado Association of Science Teachers<br /><ul><li></li></ul>NSTA: National Science Teachers Association <br /><ul><li>
  4. 4. What do they offer?
  5. 5. Who is their target audience?
  6. 6. How do they contribute to the P.D. of educators?
  7. 7. What benefits for you? </li></ul>MAST: Mathematics and Science Teaching Institute<br /><ul><li>
  8. 8. Email to “”</li></li></ul><li>2. Writing Appropriate Objectives<br />Goals vs. Objectives <br /><ul><li>Goal: general statement of where you want to go</li></ul>Ex.) Students will learn about instructional objectives.<br /><ul><li>Objective: specific, measurable statement</li></ul>Ex.) Given elementary science text material, students will be able to write learning objectives in each of the 3 major domains.<br />
  9. 9. What are instructional objectives? <br />Specific intended learning outcomes <br />Defined by the teacher<br />Used to define the learning experience<br />Are directly linked to assessment<br />Should address the 3 domains of educational outcomes with 3 main components<br />How do teachers use instructional objectives?<br /><ul><li>Planning, Design assessment, Communicate with students </li></li></ul><li>3 Educational Domains <br />Cognitive<br /> : student knowledge and thinking processes (know)<br />Psychomotor<br /> : students’ fine and gross motor development (do)<br />Affective<br /> : students’ values, attitudes and beliefs (be like)<br />
  10. 10. 3 Main Components: ABCs of Objectives <br />Audience (who) <br />Behavior (how learning demonstrated)<br />Conditions (activity, reflection, etc.)<br />
  11. 11. Straw Airplane<br />Cut out both of the paper strips on the handout.<br />Bend the paper strips into a loop and use the tape to stick the two ends together. You should have two loops, one larger than the other.<br />Place one piece of tape at the very end of the straw. Make sure that the tape is sticking out so the straw and the tape look like a capital T. Place the other strip of tape at the other end.<br />Slide one loop over the end of the straw and fasten it to the tape there. Do the same thing on the other side of the straw.<br />Toss your airplane. <br />
  12. 12. Sample objectives <br />“Using a straw airplane, the student will be able to accurately diagram and explain lift, thrust, and drag.”<br />
  13. 13. ABCs of Objectives: Audience<br />Identify who will be expected to achieve the objectives<br />Look at the sample:<br /> “Using a straw airplane, the student will be able to accurately diagram and explain lift, thrust, and drag.<br />Audience<br />
  14. 14. ABCs of Objectives: Behavior <br />Identify specific type of performance that will be expected<br />Should be measurable.<br />Use action verbs – do not use words like know or understand. What does know look like?<br />Look at the sample:<br /> “Using a straw airplane, the student will be able to accurately diagram and explain lift, thrust, and drag.<br />Action verbs<br />
  15. 15. ABCs of Objectives: Condition <br />Identify the context of the performance <br /><ul><li>What materials will student use to complete the task;
  16. 16. How will students accomplish the task;
  17. 17. Where the performance will occur</li></ul>Look at the sample:<br /> “Using a straw airplane, the student will be able to accurately diagram and explain lift, thrust, and drag.<br />Condition<br />Criterion<br />(Describes how well the student must perform the desired task.)<br />
  18. 18. Objectives call for different levels of thinking <br />Verbs used in instructional objectives (class/test questions) call for different levels of thought<br />Bloom’s Taxonomy (Bloom, 1956) <br /> : Provide basis for writing behavioral objectives at different cognitive level<br /><ul><li>Knowledge: repeat back facts
  19. 19. Comprehension: interpret, put in own words
  20. 20. Application: use in new situation
  21. 21. Analysis: break into parts
  22. 22. Synthesis: create new pattern
  23. 23. Evaluation: state and defend opinion based on criteria</li></li></ul><li>Write your own objectives (class points)<br />Using the activities we have done in the classroom, write at least three objectives for that in each domain:<br /><ul><li>Cognitive
  24. 24. Psychomotor
  25. 25. Affective</li></ul>Underline the audience and the behaviors (performance), box the conditions, circle the criterion.<br />
  26. 26. Four forces on an airplane<br />(From the National Aeronautics and Space Administration (NASA) website)<br />Lift & Drag are mechanical forces generated by a solid object moving through a fluid (gas or liquid)<br />Weight is a forces caused by the gravitational attraction of the Earth. <br />Thrust is a mechanical forces generated by the engines to move the aircraft through the air.<br />
  27. 27. Balloons Rocket<br />Attach a string to the ceiling or wall on the far side of the room.<br />Anchor the string across the room so that it stretches as far as possible.<br />Feed the string through the straw.<br />Blow the balloon up but do not tie it off, and attach it to the straw using the tape.<br />Release the balloon. <br />Record the distance it travels.<br />
  28. 28. Balloons Rocket<br />Newton's Third Law of Motion<br />For every action, <br />there is an equal and opposite reaction;<br />The forces of two bodies on each other<br />are always equal and <br />are directed in opposite directions. <br />
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  30. 30.
  31. 31.
  32. 32. 3. Select and Design Lesson Activities <br />Introduction to the lessons <br /><ul><li>Designed to engage the students in an activity or lesson. (Engage in 5E)</li></ul>Discrepant events <br /><ul><li>A scientific phenomenon that has a surprising or unusual outcome for students to consider.
  33. 33. May be a teacher demonstration, video or embedded within activities.
  34. 34. Reveal the alternative conceptions held by learners.
  35. 35. Try your hand at figuring out this discrepant event…</li></li></ul><li>3. Select and Design Lesson Activities <br />Use a variety of lesson activities <br /><ul><li>Learning experiences should be aligned with objectives.
  36. 36. Should be designed to develop students’ conceptual understanding and inquiry abilities.
  37. 37. Include a variety of teaching and learning approaches. </li></ul>Activities to develop inquiry abilities<br /><ul><li>3 types of Investigations </li></ul>Open inquiry activities<br /><ul><li>Students are given the problem and materials, and have time and freedom to explore.</li></li></ul><li>3. Select and Design Lesson Activities <br />Science learning centers<br /><ul><li>Created by the teacher for independent activities of students.
  38. 38. Motivate, guide, and support students’ learning.
  39. 39. Allow teachers to meet individual needs.
  40. 40. Provide students with self-directed learning opportunities.
  41. 41. Various types (e.g., guided discovery learning center) </li></ul>Field trips <br /><ul><li>Create interest and rich learning experiences.
  42. 42. Key: the advance preparation </li></li></ul><li>4. Designing Assessment Experiences <br />Chapter 6<br /><ul><li>Use both formative and summative assessments</li></li></ul><li>Managing Inquiry Instruction and Learning <br />Grouping students for learning<br /><ul><li>Diverse structures
  43. 43. Whole class structure
  44. 44. Cooperative group structure
  45. 45. Pair structure
  46. 46. Individual structure
  47. 47. Building “communities of learners” </li></ul>Safety in the science classroom<br />Managing classroom behavior<br /><ul><li>Establish rules, monitor students’ activates, enforce disciplinary consequences </li></li></ul><li>Implementing Learning Activities <br />Teacher preparation<br />Pre-activity teacher/student activities <br />Distribution and collection of science materials<br />Beginning the activity<br />During the activity<br />After the activity <br />