Teacher Learner Continuum

1
Teacher - Learner Continuum
More
Self- Direction
Less
Teacher-Directed
Guided Inquiry
Learner-Directed
2
Teacher - Learner Continuum

• Teacher-Directed (Expository Method)
• Whole class
• Teacher dominated
• Lecture, etc.
• Passive learners

3
Teacher - Learner Continuum

• Learner Directed (Free Discovery)
• Child centered
• Teacher is a facilitator
• Constructivist
• Little structure

4
Teacher - Learner Continuum

• A mixture of methodologies
• Open ended questions
• Child discovers
• Learning by doing
• Some structure
• Constructivist approach

5
Teacher - Learner Continuum

• Guided-Inquiry
• A mixture of methodologies
• Open ended questions
• Child discovers
• Learning by doing
• Some structure
• Constructivist approach

6
Abilities of Scientific Inquiry

• By the end of 4th Grade
• Ask a question about objects, organisms, and
  events in the environment.
• Plan and conduct a simple investigation.
• Employ simple equipment and tools to gather data
  and extend the senses.
• Use data to construct a reasonable explanation.
• Communicate investigations and explanations.

7
Understandings of Scientific Inquiry

• Scientific investigations involved asking and
  answering a question and comparing the answer
  with what scientists already know about the
  world.
• Scientists use different kinds of investigations
  depending on the questions they are trying to
  answer.

8
Understandings of Scientific Inquiry

• Simple instruments, such as magnifiers,
  thermometers, and rulers, provide more
  information than scientists obtain using only
  their senses.
• Scientists develop explanations using
  observations (evidence) and what they already
  know about the world (scientific knowledge).

9
Understandings of Scientific Inquiry

• Scientists make the results of their
  investigations public they describe the
  investigations in ways that enable others to
  repeat the investigations.
• Scientists review and ask questions about the
  results of other scientists work.

10
Moving Toward Inquiry What Will It Take?

• What would need to change so that all students
  could think and do science at this level?
• What would be the positive and long-lasting
  consequences of an elementary science education
  that ensures that students understand and could
  conduct scientific inquiry?

11
Essentials of Inquiry

• Learner engages in scientifically oriented
  questions.
• Learner gives priority to evidence in responding
  to questions.
• Learner formulates explanations from evidence.
• Learner connects explanations to scientific
  knowledge.
• Learner communicates and justifies explanations.

12
Essentials of Inquiry

• Learner engages in scientifically oriented
  questions.
• Center on objects, organisms, and events in the
  natural world.
• Lead to gathering and using data to develop
  explanations for scientific phenomena.
• Why and How questions.

13
Essentials of Inquiry

• 2. Learner gives priority to evidence in
  responding to questions.
• Empirical evidence.
• Accurate data from observation of phenomena.
• Evidence from observation and measurements.

14
Essentials of Inquiry

• Learner connects explanations to scientific
  knowledge.
• Scientific explanations are based on reason.
• Cognitive processes.
• Classification
• Analysis
• Inference
• Prediction
• Critical reasoning
• Logic
• Building new knowledge from previous knowledge.

15
Essentials of Inquiry

• 4. Learner connects explanations to scientific
  knowledge.
• Does, Are, Can questions.
• Social learning.

16
Essentials of Inquiry

• Learner communicates and justifies explanations.
• Results can be reproduced.
• Clear articulation.

17
Inquiry Lesson Plan

• Lesson Introduction
• Lesson Objective
• Procedures
• Modeling
• Guided Practice
• Independent Practice
• Checking for Understanding