Download - Inquiry.burnaby,k 7,nov
Inquiry – creating classrooms where children wonder
Monday, Nov. 19 Taylor Park and Chaffey Burke, Burnaby
Faye Brownlie www.slideshare.net
Learning Intentions • I have a be(er understanding of inquiry based teaching and learning
• I have a plan to determine which social and thinking skills my students need, and a plan to explicitly teach these
• I have an inquiry based strategy to try
Inquiry based teaching … • Is problem or ques=on driven • Encourages collabora=on • Makes kids into explorers and discoverers
• Requires kids to think • Puts teachers in nonconven=onal roles
– Steph Harvey and Harvey Daniels, 2009
Inquiry based teaching … • Requires explicit teaching of social skills and comprehension skills
• Is open-‐ended • Is inclusive • Can permeate a day
• Is fun
• American 5th graders spend 91% of their day either listening to a teacher talk or working alone (Pianta & Belsky, 2007).
• 10 years aTer high school, graduates who had honed their teamwork skills while s=ll in high school had significantly higher earnings than those who failed to do so (Science Daily 2008).
• Crea=ng meaningful and ambiguous tasks that reflect how knowledge is used in the field
• Engaging students in ac=ve learning so they will apply and test what they know
– Powerful Learning: What We Know about Teaching for Understanding (2008) Darling-‐Hammond, Pearson, Barron, Schoenfeld
Sarah says that when she babysits, she earns $5 an hour plus a flat rate of $10 to feed the children dinner. How can you represent rela=on this in an equa=on? Sarah earned $45 for babysiang on Saturday. How many hours did she work? How did you figure it out?
h(p://schwakidaschoolthought.blogspot.ca/ h(p://schwakidaschoolthought.blogspot.ca/search?updated-‐max=2012-‐03-‐01T21:09:00-‐08:00&max-‐results=7
Math: Geometry Problem Solving
h(p://wonderopolis.org
Math Centres – gr. ½ -‐ co-‐teaching Michelle Hikada
• 4 groups • 1 with Michelle, working on graphing (direct teaching, new material)
• 1 making pa(erns with different materials (prac=ce)
• 1 making pa(erns with s=ckers (prac=ce)
• 1 graphing in partners (prac=ce)
• With your partner, choose a bucket of materials and make a bar graph.
• Ask (and answer) at least 3 ques=ons about your graph.
• Make another graph with a different material.
What? So What? • 2 column notes
• Essen=al ques=on: – How does where you live affect how you live?
K-3 Collaborative Study • Goal: to help students use their own ques=ons to develop a real understanding about insects
• Teachers: • Lisa Schwartz-‐K/1 • Colleen Reimer -‐ 1/2 • Louesa Neuman -‐ 2/3
The Process: Modelling
• Brainstorm-‐Categorize (know) • Read (wonder and discover) • “Insect Absolutes” -‐ developed as a class (learned)
• Own flip books -‐ content criteria
3 classes, 3 insects K/1 -‐ ants
1/2 -‐ bu(erflies
2/3 -‐ bees
Guided Practice • Read • Generate class ques=ons • Read in 3’s and 4’s to answer ques=ons • Take notes • Class discussion • A/B partners:explain and coach • Write • 3 D model
• What’s next? -‐ individual study – stay tuned for February…