ENHANCING

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ENHANCING INQUIRY TEACHING Karen
Hollweg Building a Presence for Science Education
in Florida Jacksonville, FL October 16, 2003
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Expectations/Outcomes
During this session, I expect you to

1. Develop clear images and a deeper understanding
   of what Inquiry looks like in classrooms
2. Use consider applying these PD
   strategies/techniques for enhancing inquiry
   teaching back home.

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My Assumptions

• To work on improving Inquiry teaching, we have to
  inquire about it.
• There's not enough time to teach ONLY inquiry,
  inquiry needs to be focused on other Big
  Ideas/standards content.
• There are many different ways to teach Inquiry.
• We can learn from each other. I don't know
  everything.

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Introduce yourself to a neighbor. Working with
your neighbor, list 3 essential characteristics
of inquiry teaching.
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AGENDA I. Introduction of participants
session format II. ENGAGE - Look inside a
Japanese classroom, analyze the lesson in terms
of characteristics of inquiry teaching III.
EXPLORE the use of new tools for analyzing
inquiry instruction while looking inside a Colo.
classroom IV. EXPLAIN/PROCESS FOR MEANING - and
frame questions you'd like to discuss with the
class's teacher /or colleagues V. REFLECTION -
quiet time to think about what you've seen and
done so far VI. APPLY - Thinking about the level
of use of Inquiry in your school/district, what
PD strategies could you use to lead
teachers/colleagues in advancing their
understanding of Inquiry and use of Inquiry in
teaching?
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Evidence of Good Inquiry Teaching Things Observed That I Question

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On your groups chart paper, list the most
compelling evidence to show that this was a good
inquiry lesson. At the bottom of the paper,
attach the blue copy of Table 2.6 on which you
have circled the cell in each row that best
describes the lesson you observed.
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More ---------------------Amount of Learner
Self-Direction---------------------------------Les
s Less----------------------Amount of Direction
from Teacher or Material---------------------More
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CSSS Instructional Inquiry Rubric
http//www.inquiryscience.com/documents/ Instructi
on.htm
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As you observe this class, use the CSSS/NLIST
rubric for inquiry instruction to describe what
you observe.
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A Key Principle of Adult Learning Adult learners
need opportunities to safely explore questions
about how something they already know connects to
new concepts and ideas and to examine and modify
their thinking as they challenge assumptions and
beliefs. S. Mundry, et al., Designing Successful
Professional Meetings and Conferences in
Education, 2000
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from Looking Inside the Classroom
www.horizon-research.com/insidetheclassroom
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One condition that promotes adult learning is
"careful and continuous guided reflection and
discussion about the proposed ideas or
changes. (S. Mundry, et al., Designing
Successful Professional Meetings and Conferences
in Education, 2000)
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Reflections on this BAP PD Session

• 1. What did I learn about teaching science as
  inquiry from todays experience?
• 2. What strategies/activities used so far today
  would I like to try using with others?
• 3. How could I use/apply this experience in
  working with Points of Contact/other teachers to
  make changes in teaching through inquiry?
• 4. Think about the schools/teachers in your
  District. On a range of 1 (ineffective
  instruction) to 5 (exemplary instruction), where
  do you think the majority of them stand?

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• Set Goals and Develop a Plan
• for leading teachers/colleagues in advancing
  their
• understanding of Inquiry
• and
• use of Inquiry in teaching

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Professional Development Rubric  
From Inquire Within Implementing Inquiry-Based
Science Standards, Douglass Llewellyn, Corwin
Press, 2002.