221+Agenda+4.11.14

Post questions/comments related to inquiry-based instruction below. Be sure to sign your posts with three tildes

The Ted Talk attempted to differentiate Inquiry based Instruction from other methods of teaching, however, there still seems to be a lot of confusion: what techniques are specifically used in Inquiry based instruction? Clearly, inquiry based instruction is meant to be engaging and student-centered but how does Inquiry based instruction incorporate all these aspects in order to create a unique and crucial method of instruction? user:mfreel1

After reading the Wilhelm model article, inquiry based instruction sounds very similar to discussion based instruction as it is based on student involvement so my question is where exactly do these teaching methods differ? I see the two models as going hand in hand and it is difficult for me to see how to separate the two methods as a teacher. user:supersarah3

My favorite source of inquiry was the Dan Meyer TED talk because it seems easy to sit in a circle and talk about historical events or the symbolic meaning of a novel but the root of inquiry base instruction is not discussion (that's discussion based), the root is having a TEACHER GUIDED instruction that ENGAGES students in REAL WORLD questions. His example of how long does it take to fill a tank of water both as a word problem and then actually doing it was a really great application to this type of instruction and truly engaged his students. I now follow him on twitter because he is so cool. user:anne957

I enjoyed watching the Teaching Channel video that was an example of Inquiry-Based Instruction in an English class. Students were engaged in discussing a fictional text. However, the lines started to blur between Inquiry-Based Instruction, Text-Based Instruction, and Discussion-Based Instruction. The students were inquiring about, discussing, and in other ways analyzing the text. Specifically when examining texts in English class, where are the lines that divide these teaching methods? Should these "lines" really be present or is it simply more important to focus on the fact that students are interested and actively participating in their learning? user:AlinaST

Inquiry-based instruction somewhat incorporates all the other styles we have learned. Why is it important to use inquiry-based instruction if we have all the other tools? user:juliag23

I looked at the diagram which showed how all subjects can interrelate using inquiry based learning. However, I thought the question "Where can you find shoes in literature" seemed to be far lacking from the others, such as science and art, which asked "Can we make shoes? Why are they important for sports?" I know this is just an example, but how would you make this relevant to English, especially when one of the complaints received by teachers often is that this has nothing to do with their lives? user:JulieH17

9:25 - 9:35 - Welcome, review, questions
 * Notetaker: Alina
 * Photographer: Megan
 * Reviewer: Julie

9:35 - 10:00 - **Inquiry-based Instruction discussion**

-How is Inquiry-Based Instruction different from other teaching styles/methods? It tends to be more student-based and the content is more "open" (cannot be pre-determined), even though other teaching strategies can be used during Inquiry-Based Instruction. -It is sometimes hard to find structure because Inquiry can take so many different forms; it can be individual (ex: science-fair project, research and dress up as a notable historical person). -Perhaps Inquiry has more pre-determined content, based on the subject? Math has specific methods and equations that students must learn and use. However, open content does not mean "anything goes." -In reality, all these teaching strategies blend together. For example, pre-during-post would still be used in an Inquiry lesson. -What if students go through an exploratory process and come to a wrong answer/conclusion?
 * Some teachers for math give you full points or partial points if you get the wrong answer but right process.
 * On the other hand, we do need to get the right answers if that's what we're working toward.
 * In professions, people need to get things right, but people work together.
 * What is really important here? When teachers are too picky about details, we lose sight of the main point.
 * You won't always get it right the first time; the process isn't over if students come to a wrong answer. Try something else!
 * We're after creativity and innovation!

1. Start with a good question. Can be given by instructor or students. Should be open-ended, INTERESTING, relevant, falls into the zone of student skill (not too hard, not too easy), with substance. 2. Investigate. Teachers must set this up. Don't tell students to just "Google it," but scaffold with good research skills. Also have accountability for students to actually do this and stay on task. 3. Create. Can be something specific (poster, paper, etc), or can give students choices. 4. Discuss. Teacher mediates, pushes thinking. 5. Reflect. Building inquiry skills, reflecting on the inquiry process - what worked? What did you do when you got stuck? An inquiry project may take 3 weeks, may take a class period.
 * "The Bones" Structure of Inquiry-Based Instruction**

10:00 - 11:10 - **Inquiry activity** (break at 10:30)

**Objective:**
 * SWBAT discern arguments and supporting evidence from a variety of resources related to a vexing educational issue
 * SWBAT articulate a well-reasoned stance related to a challenging educational issue


 * **Ask** - Why do students fail in school? What can educators do?
 * **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:**

[]
 * You'll need to make a copy and rename!

**Resources to start with. . . (representing various positions)** [] [] [] [] [] [] [] [] [] []


 * 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, complex topic; articles may be biased towards a certain position. Look for the bias.
 * Avoid websites that are inundated with ads.


 * Present billboards & reflect on the process **

-Inquiry allowed us to focus on what interested us (Megan and Anne explored Common Core pros and cons). -Inquiry provided time to explore things that were not "coursework" but that were very valuable. -Julie was distracted by technology... -Might need more rigid guidelines for middle schoolers. (Ex: give group of middle schoolers a computer and students are more likely to stay on task because there's only one computer and all students are keeping each other accountable.) -Middle schoolers may need to be taught how to use technology, but kids are more tech-savvy than we may think. -Criteria not too strict for the final product: freedom can be helpful for students to simply learn and it is relieving/energizing to not prescribe students' every move; on the other hand, it might not provide as in-depth of a product.
 * Reflections: **

11:10 - 11:30 - Brainstorm inquiry lesson ideas

11:30 - 12:00 - Connections, Questions


 * Housekeeping:**
 * Inquiry Activity Guide (on Blackboard) due 4/17
 * Teaching Demos
 * Andy
 * Alina
 * Anne
 * (Julia will demo April 24)
 * EdTPA Final Assessment
 * Draft - April 22 (draft of two plans and at least two commentary questions complete)
 * Final - May 6