6. Students:
• inquire together as a whole class to solve a problem,
Characteristics of Whole-Class Inquiry
3Sunday, April 6, 14
7. Students:
• inquire together as a whole class to solve a problem,
• apply feedback from previous WCI,
Characteristics of Whole-Class Inquiry
3Sunday, April 6, 14
8. Students:
• inquire together as a whole class to solve a problem,
• apply feedback from previous WCI,
• decide who does what and how it gets done,
Characteristics of Whole-Class Inquiry
3Sunday, April 6, 14
9. Students:
• inquire together as a whole class to solve a problem,
• apply feedback from previous WCI,
• decide who does what and how it gets done,
• present their findings in one product,
Characteristics of Whole-Class Inquiry
3Sunday, April 6, 14
10. Students:
• inquire together as a whole class to solve a problem,
• apply feedback from previous WCI,
• decide who does what and how it gets done,
• present their findings in one product,
• reflect on their journey, and
Characteristics of Whole-Class Inquiry
3Sunday, April 6, 14
11. Students:
• inquire together as a whole class to solve a problem,
• apply feedback from previous WCI,
• decide who does what and how it gets done,
• present their findings in one product,
• reflect on their journey, and
• receive feedback about their contributions from teacher.
Characteristics of Whole-Class Inquiry
3Sunday, April 6, 14
12. Students:
• inquire together as a whole class to solve a problem,
• apply feedback from previous WCI,
• decide who does what and how it gets done,
• present their findings in one product,
• reflect on their journey, and
• receive feedback about their contributions from teacher.
Teacher:
Characteristics of Whole-Class Inquiry
3Sunday, April 6, 14
13. Students:
• inquire together as a whole class to solve a problem,
• apply feedback from previous WCI,
• decide who does what and how it gets done,
• present their findings in one product,
• reflect on their journey, and
• receive feedback about their contributions from teacher.
Teacher:
• poses carefully crafted problem (guided inquiry)
Characteristics of Whole-Class Inquiry
3Sunday, April 6, 14
14. Students:
• inquire together as a whole class to solve a problem,
• apply feedback from previous WCI,
• decide who does what and how it gets done,
• present their findings in one product,
• reflect on their journey, and
• receive feedback about their contributions from teacher.
Teacher:
• poses carefully crafted problem (guided inquiry)
• interacts with students via role-play, (or not at all)
Characteristics of Whole-Class Inquiry
3Sunday, April 6, 14
15. Students:
• inquire together as a whole class to solve a problem,
• apply feedback from previous WCI,
• decide who does what and how it gets done,
• present their findings in one product,
• reflect on their journey, and
• receive feedback about their contributions from teacher.
Teacher:
• poses carefully crafted problem (guided inquiry)
• interacts with students via role-play, (or not at all)
• documents students’ actions and progress, and
Characteristics of Whole-Class Inquiry
3Sunday, April 6, 14
16. Students:
• inquire together as a whole class to solve a problem,
• apply feedback from previous WCI,
• decide who does what and how it gets done,
• present their findings in one product,
• reflect on their journey, and
• receive feedback about their contributions from teacher.
Teacher:
• poses carefully crafted problem (guided inquiry)
• interacts with students via role-play, (or not at all)
• documents students’ actions and progress, and
• provides feedback (safety, accuracy, community).
Characteristics of Whole-Class Inquiry
3Sunday, April 6, 14
17. Characteristics of Whole-Class Inquiry
Open Inquiry
Guided Inquiry
Structured
Inquiry
Confirmation
Inquiry
√
√ √
√ √ √
Question
Provided
Procedure
Provided
Solution
Provided
4Sunday, April 6, 14
Self-sufficient scientific community of learners who are challenged to inquire together as a whole class in order to
accomplish a task.
18. Characteristics of Whole-Class Inquiry
Open Inquiry
Guided Inquiry
Structured
Inquiry
Confirmation
Inquiry
√
√ √
√ √ √
Question
Provided
Procedure
Provided
Solution
Provided
4Sunday, April 6, 14
Self-sufficient scientific community of learners who are challenged to inquire together as a whole class in order to
accomplish a task.
19. Characteristics of Whole-Class Inquiry
Open Inquiry
Guided Inquiry
Structured
Inquiry
Confirmation
Inquiry
√
√ √
√ √ √
Question
Provided
Procedure
Provided
Solution
Provided
Social
Whole-
Class
Inquiries
Smithenry, D. W., & Gallagher-Bolos, J. A. (in press). Whole-class inquiry:
Creating student-centered science communities. Arlington, VA: NSTA Press.
4Sunday, April 6, 14
Self-sufficient scientific community of learners who are challenged to inquire together as a whole class in order to
accomplish a task.
20. 5Sunday, April 6, 14
Our book shares all of this in detail. Includes DVDs of Joan’s classroom, Whole-Class Inquiry in action.
21. Includes
DVDs!
5Sunday, April 6, 14
Our book shares all of this in detail. Includes DVDs of Joan’s classroom, Whole-Class Inquiry in action.
22. What does WCI look like?
Artwork by Doug Smithenry
6Sunday, April 6, 14
23. 7Sunday, April 6, 14
Went from this....at the end of September. No directions were given to the class. They were completely taken by surprise. Here’s how
they reacted...
24. 8Sunday, April 6, 14
...to this. This took place at the end of February, so they definitely figured a few things out by now! Used feedback from
themselves and me to get to this position.
The students have just finished giving a presentation...and now I throw a WCI assessment at them.
25. 9Sunday, April 6, 14
One way to improve participation is to first formulate what it is and clearly communicate that
to your students throughout the year. So write down your definition.
26. What is
participation?
9Sunday, April 6, 14
One way to improve participation is to first formulate what it is and clearly communicate that
to your students throughout the year. So write down your definition.
31. Glimpse of WCI Enactment
14Sunday, April 6, 14
This shows the value of many types of participation. It also gives a visual of the value of
allowing students the time to truly connect with one another...to build a sincere scientific
community.
32. Glimpse of WCI Enactment
14Sunday, April 6, 14
This shows the value of many types of participation. It also gives a visual of the value of
allowing students the time to truly connect with one another...to build a sincere scientific
community.
33. 15Sunday, April 6, 14
All of these members are participating. Including players on the bench, the behind-the-
scenes coaches...etc.
34. 15Sunday, April 6, 14
All of these members are participating. Including players on the bench, the behind-the-
scenes coaches...etc.
35. 15Sunday, April 6, 14
All of these members are participating. Including players on the bench, the behind-the-
scenes coaches...etc.
36. 15Sunday, April 6, 14
All of these members are participating. Including players on the bench, the behind-the-
scenes coaches...etc.
37. 15Sunday, April 6, 14
All of these members are participating. Including players on the bench, the behind-the-
scenes coaches...etc.
38. 15Sunday, April 6, 14
All of these members are participating. Including players on the bench, the behind-the-
scenes coaches...etc.
39. 15Sunday, April 6, 14
All of these members are participating. Including players on the bench, the behind-the-
scenes coaches...etc.
40. How do you assess
participation?
16Sunday, April 6, 14
41. 17Sunday, April 6, 14
Not just checking off how many times a students talks...
42. JoanGallagher
18Sunday, April 6, 14
Four files I have open on my computer during WCIs. I keep track of EVERYTHING!
chronology of events going on in the room, feedback I want to share with students, fun/
constructive student quotes, what I’ll change for next time or ideas for assessment
43. What hurdles do you encounter
when trying to get students to
participate in inquiry
investigations?
19Sunday, April 6, 14
45. “Hurdle” Types
21Sunday, April 6, 14
These are outside the scope of my talk. But I want you to know that I realize they exist. They
are real. And they must be addressed. But these are the extreme cases...
46. “Hurdle” Types
1. Survival Issues
21Sunday, April 6, 14
These are outside the scope of my talk. But I want you to know that I realize they exist. They
are real. And they must be addressed. But these are the extreme cases...
47. “Hurdle” Types
1. Survival Issues
(hunger, safety, illness)
21Sunday, April 6, 14
These are outside the scope of my talk. But I want you to know that I realize they exist. They
are real. And they must be addressed. But these are the extreme cases...
48. “Hurdle” Types
1. Survival Issues
(hunger, safety, illness)
2. Health Issues
21Sunday, April 6, 14
These are outside the scope of my talk. But I want you to know that I realize they exist. They
are real. And they must be addressed. But these are the extreme cases...
49. “Hurdle” Types
1. Survival Issues
(hunger, safety, illness)
2. Health Issues
(severe physical or mental limitations)
21Sunday, April 6, 14
These are outside the scope of my talk. But I want you to know that I realize they exist. They
are real. And they must be addressed. But these are the extreme cases...
50. “Hurdle” Types
1. Survival Issues
(hunger, safety, illness)
2. Health Issues
(severe physical or mental limitations)
3. Life Issues
21Sunday, April 6, 14
These are outside the scope of my talk. But I want you to know that I realize they exist. They
are real. And they must be addressed. But these are the extreme cases...
51. “Hurdle” Types
1. Survival Issues
(hunger, safety, illness)
2. Health Issues
(severe physical or mental limitations)
3. Life Issues
(abuse, loss)
21Sunday, April 6, 14
These are outside the scope of my talk. But I want you to know that I realize they exist. They
are real. And they must be addressed. But these are the extreme cases...
52. 22Sunday, April 6, 14
Important message for today...Control what you can control. And you’ll be surprised by how incredible
the community development unfolds. How deep the participation grows. And how some of the things
you can’t directly control end up being influenced positively by the things you can control.
53. 22Sunday, April 6, 14
Important message for today...Control what you can control. And you’ll be surprised by how incredible
the community development unfolds. How deep the participation grows. And how some of the things
you can’t directly control end up being influenced positively by the things you can control.
54. 23Sunday, April 6, 14
Put your oxygen mask on first. Focus on what YOU can control...
Your positive perspective will positively influence your environment.
55. “Hurdle” Types
24Sunday, April 6, 14
These things do influence participation. These are the things that improve over time as the
climate of the classroom is continually nurtured in a positive way.
56. “Hurdle” Types
1. Cultural Differences
24Sunday, April 6, 14
These things do influence participation. These are the things that improve over time as the
climate of the classroom is continually nurtured in a positive way.
57. “Hurdle” Types
1. Cultural Differences
(family expectations, language, tradition)
24Sunday, April 6, 14
These things do influence participation. These are the things that improve over time as the
climate of the classroom is continually nurtured in a positive way.
58. “Hurdle” Types
1. Cultural Differences
(family expectations, language, tradition)
2. Societal Differences
24Sunday, April 6, 14
These things do influence participation. These are the things that improve over time as the
climate of the classroom is continually nurtured in a positive way.
59. “Hurdle” Types
1. Cultural Differences
(family expectations, language, tradition)
2. Societal Differences
(gender roles, grades, course importance)
24Sunday, April 6, 14
These things do influence participation. These are the things that improve over time as the
climate of the classroom is continually nurtured in a positive way.
60. “Hurdle” Types
1. Cultural Differences
(family expectations, language, tradition)
2. Societal Differences
(gender roles, grades, course importance)
3. Teacher Differences
24Sunday, April 6, 14
These things do influence participation. These are the things that improve over time as the
climate of the classroom is continually nurtured in a positive way.
61. “Hurdle” Types
1. Cultural Differences
(family expectations, language, tradition)
2. Societal Differences
(gender roles, grades, course importance)
3. Teacher Differences
(what matters, assessment methods)
24Sunday, April 6, 14
These things do influence participation. These are the things that improve over time as the
climate of the classroom is continually nurtured in a positive way.
62. Things I CAN
“Control” & Influence
to improve participation in
Whole Class Inquiry (WCI) Investigations
25Sunday, April 6, 14
63. 1. Scaffolding
26Sunday, April 6, 14
CAN’T Do these WCIs in isolation...
Skills need to be taught. Nurtured. Taken for granted that they know, understand, practice
and BELIEVE in these things...people think that students inherently know how to work
64. 2. Role Playing
27Sunday, April 6, 14
NEVER be the teacher during WCI. Never! Get new email. Fewer questions as year progresses.
Provides a bit of a barrier...forces them to turn to one another...
65. 2. Role Playing
CEO
Lab Assistant
Professor
Tourist
Senator
OSHA Officer
Pharmaceutical
Researcher
“New” Student
27Sunday, April 6, 14
NEVER be the teacher during WCI. Never! Get new email. Fewer questions as year progresses.
Provides a bit of a barrier...forces them to turn to one another...
66. 3.
28Sunday, April 6, 14
If you give an exorbitant amount of homework, students will burn out of your class. They’ll
resent you and the subject. And they will then not participate as much as they would without
it.
67. 3.
28Sunday, April 6, 14
If you give an exorbitant amount of homework, students will burn out of your class. They’ll
resent you and the subject. And they will then not participate as much as they would without
it.
68. 4. Feedback
29Sunday, April 6, 14
I always give feedback in three areas (equally weighted) Safety, Accuracy, Community...It’s FUN.
So students want to be a part of it...
69. 5. Flexibility 30Sunday, April 6, 14
On the spot thinking. Use role-play as a means of helping to direct the class when necessary.
Students will appreciate knowing that you’re “involved” in helping them...
82. Student Reflections
1. In terms of community, what went well
in class? Out of class? What didn’t go so
well? (List 2 specifics for each.)
34Sunday, April 6, 14
83. Student Reflections
1. In terms of community, what went well
in class? Out of class? What didn’t go so
well? (List 2 specifics for each.)
2. In term of your personal contributions,
what went well? What didn’t go so well?
34Sunday, April 6, 14
84. Student Reflections
1. In terms of community, what went well
in class? Out of class? What didn’t go so
well? (List 2 specifics for each.)
2. In term of your personal contributions,
what went well? What didn’t go so well?
3. Comments, questions, suggestions in
terms of anything—safety, accuracy,
community.
34Sunday, April 6, 14
86. 36Sunday, April 6, 14
Think about where you fall on the collaboration continuum for this project. I wouldn’t hire someone
who falls at either end of the spectrum. True collaboration means we push one another towards
87. Collaboration Continuum
36Sunday, April 6, 14
Think about where you fall on the collaboration continuum for this project. I wouldn’t hire someone
who falls at either end of the spectrum. True collaboration means we push one another towards
88. Collaboration Continuum
36Sunday, April 6, 14
Think about where you fall on the collaboration continuum for this project. I wouldn’t hire someone
who falls at either end of the spectrum. True collaboration means we push one another towards
89. Collaboration Continuum
36Sunday, April 6, 14
Think about where you fall on the collaboration continuum for this project. I wouldn’t hire someone
who falls at either end of the spectrum. True collaboration means we push one another towards
90. People who
do nothing
Collaboration Continuum
36Sunday, April 6, 14
Think about where you fall on the collaboration continuum for this project. I wouldn’t hire someone
who falls at either end of the spectrum. True collaboration means we push one another towards
91. People who
do nothing
People who
do everything
Collaboration Continuum
36Sunday, April 6, 14
Think about where you fall on the collaboration continuum for this project. I wouldn’t hire someone
who falls at either end of the spectrum. True collaboration means we push one another towards
92. People who
do nothing
People who
do everything
Collaboration Continuum
36Sunday, April 6, 14
Think about where you fall on the collaboration continuum for this project. I wouldn’t hire someone
who falls at either end of the spectrum. True collaboration means we push one another towards
93. People who
do nothing
People who
do everything
Collaboration Continuum
36Sunday, April 6, 14
Think about where you fall on the collaboration continuum for this project. I wouldn’t hire someone
who falls at either end of the spectrum. True collaboration means we push one another towards
94. People who
do nothing
People who
do everything
Collaboration Continuum
36Sunday, April 6, 14
Think about where you fall on the collaboration continuum for this project. I wouldn’t hire someone
who falls at either end of the spectrum. True collaboration means we push one another towards
95. People who
do nothing
People who
do everything
Collaboration Continuum
36Sunday, April 6, 14
Think about where you fall on the collaboration continuum for this project. I wouldn’t hire someone
who falls at either end of the spectrum. True collaboration means we push one another towards
96. People who
do nothing
People who
do everything
Collaboration Continuum
36Sunday, April 6, 14
Think about where you fall on the collaboration continuum for this project. I wouldn’t hire someone
who falls at either end of the spectrum. True collaboration means we push one another towards
99. 8. Self Reflection
39Sunday, April 6, 14
Very important for the teacher to reflect on their practice, too. Is this a relevant, meaningful
challenge? Was it the right level of challenge? Etc.
