221+Agenda+-+4.2.13

Post questions/issues related to inquiry-based instruction below. Be sure to sign your posts!


 * There seems to be a lot of controversy around how much instructor guidance is too much or too little. Obviously, students need some guidance, but in your opinion, what is the right amount of __#|teacher__ instruction in inquiry-based learning? user:rhildie


 * My question is kind of similar to these other questions that I'm seeing in that it has to do with how much freedom to give the students. However, I'm not as worried about having unfocused students, but rather students that are focused on the wrong thing. In a lot of the descriptions that I read, students are asked to learn based off of questions that they themselves choose. This sounds to me a lot like the discussion based lesson, but in a discussion, teachers are able to step in and intervene whenever they need change where the conversation is going. In this inquiry lesson plan, students are slightly more independent and therefore it is harder for the teacher to reign them in when they get off track. Students could potentially learn information that is irrelevant to what the teacher wants, or just flat out inaccurate. I guess my question ultimately is how do you assess students if they are obtaining knowledge that may or may not be relevant to what the teacher wants them to know? user:Stairway2Kevin


 * The thing I am struggling with is making sure my students stay on task with the amount of autonomy that is required to use this teaching style. How can I ensure that each student is free to discover knowledge for themselves and still have control over the classroom. . user:joshscheel


 * The thing that I'm worried about it that this method seems to rely on the fact that students need to draw on past information to make new discoveries. What happens if those students don't have that knowledge background or can't seem to __#|access__ it within the context of the lesson. If they don't think the lesson pertains to them, your plans may fall apart. user:clepoullouin


 * I believe this method definitely would engage students by relating lessons to personal experience. I just believe this type of teaching has the possibility of getting off topic too frequently. I know students often wanted to feel included so they often put forth their two cents even if the comment has little to do with the actual topic. Time can be wasted. I feel it would be a major issue if a teacher lacked ability to reel in these conversations or was unable to avoid wandering conversations. user:afrisch


 * What do you do if the students get focused on one point that you wanted to hit on during the lesson, and are having a really in depth conversation about it, but then they don't get to discuss some of the other important points? Do you abandon the other points and allow the discussion to continue or leave the in depth discussion to discuss something else? user:sbutler13

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 * My Question is how far should a teacher go to facilitate what questions a student will ask? Does it depend on the context, the student, the course outcomes, etc.? user:mtm23

9:25 - 9:30 - Welcome

9:30 - 10:30 - Inquiry-Based Lesson


 * Objective: **


 * SWBAT discern arguments and supporting evidence from a variety of resources related to a controversial issue.
 * SWBAT articulate a well-reasoned stance related to a controversial issue.


 * **Ask** - Should teachers' effectiveness be measured by students' test scores?
 * **Investigate**-
 * Divide up the resources. After reading your article, identify the key arguments in the article with evidence.
 * Discuss your findings as a group.
 * Choose a position and support your position with evidence (facts/well-reasoned logic)


 * **Create** - A billboard advocating your position
 * **Discuss** - Share your positions
 * **Reflect** - On the project

http://www.washingtonpost.com/blogs/answer-sheet/wp/2012/12/23/the-fundamental-flaws-of-value-added-teacher-evaluation/ http://articles.latimes.com/2012/nov/05/opinion/la-oe-darling-teacher-evaluations-20121105 http://www.ascd.org/publications/educational_leadership/may10/vol67/num08/Using_Value-Added_Measures_to_Evaluate_Teachers.aspx http://www.time.com/time/nation/article/0,8599,2020867,00.html
 * Questioning value-added teacher evaluations**

http://www.nytimes.com/2012/01/06/education/big-study-links-good-teachers-to-lasting-gain.html?pagewanted=all&_r=0 http://www.manhattan-institute.org/html/cr_70.htm#.UVpCz1tNajo http://www.districtadministration.com/article/whats-value-value-added
 * Advocating value-added teacher evaluations**

10:30 - 10:40 - Break

10:40 - 11:10 - Discuss Inquiry-Based Instruction

11:10 - 12:00 - Work on lesson plans


 * Housekeeping:**
 * Due 4/9 - Inquiry-Based Instruction Activity Plan
 * Sarah - 4/4 - Inquiry demo