512+Agenda+7.31.14

Whadya Think?
Although many criticize this technique due to minimal guidance, inquiry-based teaching has the possibility of being very effective. I see inquiry-based __instruction__ in the form of a research project in a math class. It also seems like it can be very similar to a text-based __instruction__.user:kdobler1

I thought the inquiry-based instruction was a very good way of utilizing the different prior knowledge of each and every student. The only issue I potentially see as something hard to overcome is the ability to dictate where the lesson goes. As the teacher you are at the mercy of the students more than any other strategy we have learned. I suppose that is the idea. It will be key to have students respect others thoughts and opinions, and to be a good moderator. user:wbrown84

I think that inquiry __based__ lessons could be great for meeting a lot of the science requirements. Most state something about fostering the process of scientific inquiry. However, it has to be well thought through before it is implemented so that it also aligns with the curriculum standards for other areas. I think it could be a great culminating project if they wanted __#|to apply__ what they had learned through the year to real world problems or issues. The possibilities are endless! user:marinhatcher

As Marin already stated, inquiry based learning is easy to implement in a science setting. I also think that most traditional lab __based__ learning in the sciences shows exactly what needs to be done to accomplish excellent inquiry based learning. Labs often allow for students to draw their own conclusions from their own results and students are able to pinpoint why their results are what they are, but they do so in a way in which the teacher is still an active guide in the process and provides structure for the learning to occur. I also like that there was a direct critique article as it provides a different viewpoint, which is always good to have when exploring all of these different learning structures. I thought the piece was well thought out, however I am always skeptical of a paper that doesn’t complete any of its own research, but rather pulls ideas and synthesizes them from a bunch of different sources. Who is to say that the writers didn’t just pull from studies that showed what they wanted to write about? Not to say that that is what happened, just that I am skeptical of the paper. user:ccoffin12

While I remain skeptical about a lesson that is inquiry-based for the same reasons already mentioned regarding guidance, I do see the benefit in facilitating analysis and developing ideas through the use of evidence. For example, reading the same primary source can yield varying perspectives and the ability to respectfully counter someone else's ideas with support from the text has the potential to expand the way a person thinks. This process can be limitless! I particularly like how students are forced to elaborate on their opinions and, if something is pointed out to be flawed, there's always an opportunity to __#|continue__ to explore the topic and reassess; ideas can be developed constantly. user:hutchesonk

this technique is very valuable in terms of really utilizing student prior knowledge, but i can also see my students getting frustrated and giving up...many times when i've given my students a problem to research and solve, then present solutions....they start checking facebooks, twitter accounts, or perusing pinterest...it can be hard to monitor when computer/ipad/or smart phone screens can quickly be changed....they give up because they "understand the website, can't read the information, just got bored, or finished already"....so, i think it could be good (theoretically), but i am not sure how realistic it is. user:nanako_32

Inquiry based learning is education at its most basic and real. Students in science class become scientists and students in history class become historians. I like the openness of it to allow for creativity and diversity. It also teaches those valuable life skills of problem solving and critical thinking. When in doubt...question some more.user:potterkc

I think inquiry based teaching could be really interesting and useful but I would be hesitant to use it every day. But it would be great to use, especially in my subject areas. I think it is a great way of encouraging student engagement and activating prior student knowledge. I also like how for a lot of these we've gotten to read arguments against the teaching techniques presented. I thought the 5 Es were a good way to remember some of the important aspects of inquiry based teaching.user:Ltormey

Agenda
9:00 - 9:15 - Welcome and Review (Charlie)

9:15 - 9:30 - Introduction to inquiry-based instruction

9:30 - 10:00 - Discussion around inquiry-based instruction

10:00 - 11:00 - Model inquiry lesson and debrief

**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 merit pay for teachers become standard practice in the United States?
 * **Investigate**-
 * Divide up the resources. After reading your article, identify the key arguments in the article with evidence.
 * Discuss your findings as a group.
 * Find additional resources
 * 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

**Link to research log:**

https://docs.google.com/document/d/1BxjMHCSOpvq8kAmXDAowWmrhKaY1w4iZg91QO7on5OQ/edit?usp=sharing
 * You'll need to make a copy and rename!

**Resources to __#|start__ with. . . (representing various positions)**

http://www.ascd.org/publications/educational-leadership/dec10/vol68/num04/Merit-Pay-Misfires.aspx http://www.nea.org/home/36780.htm http://www.washingtonpost.com/blogs/wonkblog/wp/2012/07/23/does-teacher-merit-pay-work-a-new-study-says-yes/ http://www.cato.org/publications/commentary/teachers-deserve-merit-pay-not-special-interest-pay http://www.scholastic.com/browse/subarticle.jsp?id=1882 http://nepc.colorado.edu/blog/merit-pay-bad-idea-won%E2%80%99t-die


 * A few research tips . . .**
 * For the most part, use only articles that are less than 3 years old (set these parameters when you google)
 * Recognize that this is a hot topic; most articles are biased towards a certain position. Look for the bias.
 * Avoid websites that are inundated with ads.

11:00 - 11:30 - Present billboards & reflect on the process

11:30 - 12:00 - NTSG - Communicating with your CT
 * Common challenges
 * I'd like to do more . ..
 * How can I help?
 * Observe a need or identify something specific you'd like to do -- then propose it.
 * I'd like more support . ..
 * Identify specific areas in which you'd like support. Imagine what that might look like. Then have a conversation.
 * I feel so lucky to be learning from you! This time is so short and I want to get the most possible out of it. Would you be willing to . . . or It would help me a lot if . ..
 * I disagree with what/how you're teaching . ..
 * As a new teacher I'm still trying to figure things out. Could you help me understand x?
 * Tell me about your decision to x.
 * Can you tell me about other things you've tried in regards to x?
 * How did you feel about x?
 * I'd like more feedback . ..
 * Identify a specific area of feedback and ask for it. When I'm teaching, could you please watch for x?
 * Could we start a dialogue journal?
 * When would be a good time for us to talk about how I'm doing?
 * I need help with . . ..
 * I feel inadequate/insecure as a teacher . ..
 * Tell me about your experience learning to teach.
 * What am I doing well? What is an area I can improve on?
 * Am I where you'd expect me to be?
 * Lines of support
 * 1) supervisor, 2) GU faculty (especially Cathy __#|Dieter__ - field __office__ and Anny - secondary MIT director), 3) your MIT peers
 * Do not __
 * Complain to other teachers, administrators, or parents
 * Voice your concerns in a public space (including virtual public spaces)
 * Speak unprofessionally.

12:00 - 1:00 - Lunch and prepare inquiry-based activity guide

1:00 - 2:00 - Teaching demos

2:00 - 3:00 - Course wrap-up
 * Turn in learning contract
 * Trivia Game
 * Course evaluation and post-assessment


 * Housekeeping**
 * Lesson plans final assessment (emailed or posted to Googledocs) by Monday at noon. (Monday at noon is the final __deadline__ for everything.)

Ask a question What makes a good question? Investigate Be careful about monitoring research- ex.- teach them how to search online and then digest and evaluate information. Teach the process. Create Discuss Reflect Inquiry- objective does not target a specific aspect of content because we can't determine the outcome. SWABAT- (act of inquiry-discern different pov) (articulate well reasoned stance)- less specific than other types of objectives but it helps to asses the process Model Inquiry- we are given a __questions__ and specific links to research. We are asked to fill out a research log. We must create a billboard to present our positions.
 * Notes **
 * Inquiry **
 * 1) Specific enough
 * 2) Open ended
 * 3) Research-able
 * 4) Relevant
 * 5) Can be addressed in a given amount of time
 * 1) Interview
 * 2) research
 * 3) hands on activities
 * 4) observation
 * 1) Something must come out of the investigation- paper, model, video etc
 * 1) Discuss merits and weaknesses of project
 * 1) Talk about the process of inquiry-How do you know your findings a credible? What would you do differently next time?

Teaching Demos- Egg drop-Charlie remained calm and handled disruptions well. There was a good inclusion of asking, investigation, creation, discussion and reflection. How do we make sure students are safe and contained. Set clear expectations. Maybe have a conversation before the activity with trouble makers. Have boundaries or alternate tasks on hand.


 * New Teacher Survival Guide**

Establish a time to meet What happens when you run into snags? I wonder what's happening/ going on. Keep an open mind. Take the initiative. Add value from the beginning.
 * 1) You want to get more involved- Hey, I'm getting a little complacent, can I do more?
 * 2) You feel like you need more support-I'd like more feedback- Can you watch for ways that I could improve my teaching/ management? Could you keep an eye out?
 * 3) You disagree with your CT-Can you tell me about what else you've tried? How do other teachers handle that? Phrase things as questions.
 * 4) You want more feedback-Dialogue journal- Ask specific questions
 * 5) You need help w/ management, explaining, certain kids
 * 6) You feel insecure/ inadequate
 * 7) Feeling discouraged

Assess competency of teachers. We need a way to weed out incompetent teachers. This is a performance assessment- What can you do? Planning, engagement, assessment
 * TPA**