The Inquiry Training Model was designed by Richard Suchman to teach students to engage in causal reasoning and become more proficient in asking questions, developing hypotheses, and testing them through interaction with teachers and peers. The model aims to help students develop intellectual discipline and inquiry skills by having them raise questions and search for answers related to problems or puzzles. Key elements include confronting students with problems, gathering data through verification and experimentation, and encouraging interaction as students develop and test hypotheses.
Inquiry Training Model is ne of the most important model of teaching especially for Science Classrooms. The presentation gave the important topic of the Inquiry Training Model.
This presentation is about techniques of teaching mathematics-Drill Work, Dalton Plan. It includes the definition of each technique, advantages, disadvantages, role of teacher etc.
GALLOWAY’S SYSTEM OF INTERACTION ANALYSIS.pdfBeulahJayarani
It discuss about Galloway's system of interaction analysis in details. It also explains what is interaction, analysis, class room interaction, importance of interaction analysis, Category wise verbal & non-verbal behaviour, rules and regulations, advantages and disadvantages of it.
Inquiry Training Model is ne of the most important model of teaching especially for Science Classrooms. The presentation gave the important topic of the Inquiry Training Model.
This presentation is about techniques of teaching mathematics-Drill Work, Dalton Plan. It includes the definition of each technique, advantages, disadvantages, role of teacher etc.
GALLOWAY’S SYSTEM OF INTERACTION ANALYSIS.pdfBeulahJayarani
It discuss about Galloway's system of interaction analysis in details. It also explains what is interaction, analysis, class room interaction, importance of interaction analysis, Category wise verbal & non-verbal behaviour, rules and regulations, advantages and disadvantages of it.
Continuous and Comprehensive EvaluationS. Raj Kumar
Continuous and Comprehensive Evaluation(CCE) refers to a system of school-based evaluation of students that covers all aspects of students’ development.
It is a developmental process 0f assessment which emphasizes on two fold objectives.
It discribes about what is unit plan, definition of unit plan, Characteristics of a Good Unit, Steps in Unit Planning - i. Content analysis, ii. Objectives and specifications, iii. Learning activities & iv. Testing procedures. MODEL UNIT PLANNING, Advantages of Unit Planning & CONCLUSION.
this presentation consist the four stages of teaching or you can also called the elements of teaching process. which contain Planning, Implementation, Evaluation, Reflection.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
curriculum : meaning and concept, principles of curriculum, curriculum construction and curriculum organisation, bases of curriculum, types of curriculum, method of organisation of curriculum ppt
TNTEU - B.Ed New Syllabus - Pedagogy of Mathematics - Semester 1 - Code BD1MA - Unit III Approaches for teaching - Bigge and Hunt Steps - Reflective Level of Teaching Advantages and Disadvantages - Conclusion
Continuous and Comprehensive EvaluationS. Raj Kumar
Continuous and Comprehensive Evaluation(CCE) refers to a system of school-based evaluation of students that covers all aspects of students’ development.
It is a developmental process 0f assessment which emphasizes on two fold objectives.
It discribes about what is unit plan, definition of unit plan, Characteristics of a Good Unit, Steps in Unit Planning - i. Content analysis, ii. Objectives and specifications, iii. Learning activities & iv. Testing procedures. MODEL UNIT PLANNING, Advantages of Unit Planning & CONCLUSION.
this presentation consist the four stages of teaching or you can also called the elements of teaching process. which contain Planning, Implementation, Evaluation, Reflection.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
curriculum : meaning and concept, principles of curriculum, curriculum construction and curriculum organisation, bases of curriculum, types of curriculum, method of organisation of curriculum ppt
TNTEU - B.Ed New Syllabus - Pedagogy of Mathematics - Semester 1 - Code BD1MA - Unit III Approaches for teaching - Bigge and Hunt Steps - Reflective Level of Teaching Advantages and Disadvantages - Conclusion
Inquiry Approach and Problem Solving Method.pptxshesubaru
Inquiry Approach
What is the Inquiry Approach?
The steps in the Inquiry Approach
Instructional Characteristics of Inquiry Approach
Outcomes of Inquiry Teaching
How to Facilitate Inquiry Teaching
Problem Solving Method
Advantages of Problem Solving Method
Guidelines for Its Effective Use of Problem Solving Method
VARIOUS METHODS ARE USED IN TEACHING LECTURE METHOD,LECTURE CUM DEMONSTRATION ,HEURISTIC ,PROJECT, ETC.
LESSON PLANNING AND UNIT PLANNING ARE ALSO EXPLAINED IN THIS PPT.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. INQUIRY TRAINING MODEL
This model was designed by Richard Suchman to teach students
to engage in casual reasoning and to become more fluent and
precise in asking questions, building concepts and hypotheses, and
testing them. Inquiry learning provides opportunities for students to
experience and acquire processes through which they can gather
information about the world.
It belongs to the information processing family of teaching
models.
This requires a high level of interaction among the learner, the
teacher, area of study, available resources, and the learning
environment, students become actively involved in the learning
process as they:
• Act upon their curiosity and interests;
• Develop questions;
• Think their way through controversies or dilemmas;
• Look at problems analytically;
• Inquire into their preconceptions and what they already know;
Develop, clarify and test hypotheses;
• Draw inferences and generate possible solutions.
3. ASSUMPTIONS OF THE
MODEL
• All knowledge is tentative;
• Most of the problems are amenable to several equally
plausible explanations. There is no one particular
answer to a problem;
• Inquiry is natural. All of us often inquire when
confronted with a problematic situation or puzzle;
• An individual can be made amenable to the process of
inquiry. He can be made to learn to analyze his
thinking strategies;
• In addition to what is already known to an individual,
he may be taught the new strategies to enquire and
explore things;
• The inquiry process is a co-operative effort. It is always
4. OBJECTIVES OF THE MODEL
• To develop the scientific process skills;
• To develop among students the strategies for creative
inquiry;
• To develop among students independence or autonomy in
learning;
• To develop among students the ability to tolerate ambiguity;
• To make students understand the tentative nature of
knowledge; and
• To develop the spirit of creativity among students.
ELEMENTS OF INQUIRY TRAINING MODEL
1. Focus: The goal of this model is to help students develop
the intellectual discipline and skills necessary to raise
questions and search out answers streaming from their
curiosity;
2. Syntax: the Inquiry Training Model has five phases-
Phase 1 Confrontation with the problem
Phase 2 Data Gathering (Verification)
Phase 3 Data Gathering (Experimentation)
5. 3. Social System: Inquiry Training model provides high
weight to the controlling of social system. Teacher and
students, however participate as equals where
exchange of ideas is concerned;
4. Principles of Reaction: It involves the following:
• Ensuring that questions are phrased so that they can
be answered in ‘Yes’ or ‘No’;
• Asking students to rephrase invalid questions;
• Neither approving nor rejecting student theories
(hypotheses);
• Pressing students for clearer statements of theories
and more support for generalizations;
• Encouraging interaction among students.
6. 5. Support System: A set of confronting materials and
resource materials bearing on the problem for inquiry
are needed. Sometimes the materials are not
available. Teachers will have to develop such
materials;
6. Application/Nurturant Effects: This model was
developed for natural sciences to start with, but its
procedures can be used in all subject areas. Any event
topic from a curriculum area, which can be converted
into a problem situation, can be selected for inquiry
training.
7. ADVANTAGES OF INQUIRY TRAINING MODEL
• It develops the scientific process skills;
• It develops among students the strategies for creative
inquiry;
• It develops among students independence or autonomy in
learning;
• It develops among students the ability to tolerate ambiguity;
• It make students understand the tentative nature of
knowledge; and
• It develops the spirit of creativity among students.
LIMITATIONS OF INQUIRY TRAINING MODEL
• This model does not help in teaching primary content or
subject matter, for example, ne concepts and formula;
• If the information about the puzzle is not presented in the
form of a problem requiring explanation, the student cannot
effectively arrive at generalization through inquiry. In such
cases simulation may be more useful;
8. CONCLUSION
The Inquiry Training model promotes the processing
skills which are helpful for inquiring. The process skills
therefore include the observing, collecting and
organizing data, identifying the variables in a situation,
formulating hypothesis based on cause-effect
relationship, experimenting or otherwise listing the
hypothesis, inferring and drawing conclusions.
REFRENCES
• https://physicscatalyst.com/graduation/inquiry-training-
model/
• Joyce, B. Weil, & Calhoun, E. (2009). Models of
Teaching and Learning. 8th ed. Boston: Allyn and
Bacon.