IBL-week 5 My thoughts-it's clearing up a bit!

Assignment: Create a blog entry that describes how your thoughts about inquiry based learning have developed over the past week. What new insights have you developed? Has anything changed? Are there any "burning questions" that you feel need to be answered?

I feel like the fog is lifting.I am starting to see how IBL can be used in all content areas, and how the Scientific Explanation can be written within a lesson plan format. I'm looking forward to writing the unit plan, so I can actually relate how I can use IBL with classes in the computer lab.

I also am thrilled to be investigating more Web 2.0 tools, and can see how these can be integrated into lessons and help promote IBL in the classroom and in projects. I am intrigued by the possibilities. I also love how the sharing of ideas in the class discussion forum is triggering the creative juices in me. I can't wait for the PSSA to be over so I can start with all of this in my classroom!


For reference:

How to Write a Scientific Explanation

Components

• Make a claim about the problem.
• Provide evidence for the claim.
• Provide reasoning that links the evidence to the claim.

Definitions

• Claim: An assertion or conclusion that answers the original question
• Evidence: Scientific data that support the student's claim that must be appropriate and sufficient. Can come from an investigation or other sources, such as observations, reading material, archived date, etc.
• Reasoning: Justification that links the claim and evidence. Shows why the data counts as evidence to support the claim, using appropriate scientific principles.

Qualities of the communication

• Write the explanation so others can understand it.
• Use precise and accurate scientific language.
• Write clearly so that anyone interested in the explanation can understand it.
• Articulate your logic.

McNeill, K. L., Lizotte, D. J., Krajcik, J., & Marx, R. W. (2006). Supporting Students' Construction of

        Scientific Explanations by Fading Scaffolds in Instructional Materials. Journal Of The Learning 

        Sciences, 15(2), 153-191.

IBL-week 4 Now I'm confused again!!

 

I struggled a bit this week. I am still not sure if I can explain, or distinguish, the differences between investigable and non-investigable questions. I even have been confusing myself when trying to identify, as well as define, why questions are either investigable or non-investigable!

I am hoping that the readings this week will clear some of this up for me. I am pleased that I was able to see how IBL could be addressed in any content area, not juts science. I also got a chance to use the new Pennsylvania Dept. Of Education page and am looking forward to using it in my actual classroom planning!

Standards Aligned Systems website at www.pdesas.org

IBL-I'm learning more! Week 3

Create a blog entry that describes how your thoughts about inquiry based learning have developed over the past week. What new insights have you developed? Has anything changed? Are there any "burning questions" that you feel need to be answered?

I really have learned a lot this week! I'm finding that I am starting to look at the Essential Features of Classroom Inquiry and trying to ensure I work them into my weekly lessons. I understand more about the differences in IBL, and what teacher directed inquiry and student directed inquiry truly means.  I am interested in finding out how to use these in all content areas, and in all types of lessons that can be modified.

FYI:


Essential Features of Classroom Inquiry:

1. The learner engages in questions that can be investigated.
2. The learner gives priority to evidence in responding to questions.
3. The learner formulates explanations from evidence.
4. The learner connects explanations to knowledge.
5. The learner communicates and justifies explanations.

Characteristics of Each Type of Inquiry

Teacher-Directed (structured inquiry)- In this type of inquiry teachers craft high quality tasks. These tasks should target a student's "celebration of understanding." This is where students are expected to apply and use information in some way. The tasks are fully supported by quality resources at levels appropriate to the students' skills. Students who have worked through a number of such tasks, been supported with extensive scaffolding, have developed their own understanding of "good inquiry," will have built and developed some foundational inquiry skills and will have experienced success.

Teacher-Student Shared (guided inquiry)- This type of inquiry based learning puts the student (who have demonstrated a range of foundational skills) in a position to move into tasks that they negotiate with the teacher. These tasks will bring with them more issues in terms of availability and suitability of information, less scaffolding support, and require skills at a more advanced level. Students will be supported to negotiate high quality tasks that target application of information.

Student-Directed (open inquiry)- This type of inquiry based learning is the ultimate goal of "good inquiry." Here students who have developed a sound set of learning and information skills are equipped to work as independent learners.
 

The evolution of my understanding of IBL-week 1!

Create a blog entry that describes how your thoughts about inquiry based learning have developed over the past week. What new insights have you developed? Has anything changed? Are there any "burning questions" that you feel need to be answered?

After reading the assigned documents, and then compiling the assigned paper, I am finding that I understand a little more about what inquiry-based learning is.  It's not just based on questioning, but it is a process of research and investigating and discovery. This is such a "let's think out of the box" type of teaching and learning, and I love it! 

I am finding that I unconsciously include some format of the 21st century skills in every lesson I teach. What I need to work on is including the questioning, as well as more options for students to compile, evaluate, and use information that they have found in a relevant matter to the content I am teaching. I suppose that will come with experience. I am anxious to learn more about how to correlate the IBL objectives into my everyday lessons. 

The readings for the week:

SCANS Report Appendix B and C: http://wdr.doleta.gov/SCANS/whatwork/whatwork.pdf

Understanding University Success- Introduction: https://www.epiconline.org/files/pdf/UUS_Complete.pdf

The Partnership for 21st Century Skills and their Route 21  http://route21.p21.org

  ** LOVE LOVE LOVE this!!**

 

Indicators of Development of Process Skills- available at http://msclifescienceinstitute.wikispaces.com/Day+3