one path to intel isef by using inquiry learning to promote student research russ fisher-ives...
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Student Research Projects: Inquiry LearningOne path to Intel ISEF by using inquiry learning to promote student research
Russ Fisher-IvesInquiry Facilitators, Inc.New Mexico, USA
My Story
Geologist
A HS instructor for 23 years
A new high school = A new beginning
Intel ISEF & Intel’s Educator Academy
Rio Rancho HS: Student Research EXPO
2007 Intel ISEF
Puzzling Data: An inquiry activity
My Teaching Culture
1984- 97: HS physics & math instructor, Albuquerque PS
ZERO experience with research projects
“Students can’t…”“Students don’t want to…”“Not enough time or resources to…”
1997- 07: Director & Instructor, Science Academy Rio Rancho Public School
“Learn by doing” - quoted on TV
(1997-99: 2600 students; research projects: 1 student)
1999: Intel Educator’s Academy1999: 2nd Annual Intel Educator’s Academy Changed my life forever
“Kids like ours”; Interest driven; Excitement;
New opportunities; Motivated teachers
Back at Rio Rancho HS Summer workshop: 24 interested teachers Intel ISEF rules & guidelines Use inquiry process; Product: research
projects Open for all students, any content
Steps Guiding Initial ProgramFrom the summer workshop:
Start: beginning of the school year
Project content: student interest >> course
Time management: divide the course into
1/3’s
Grading: on-going during each 1/3 section
Finish: research project = 10% of final exam
2001- 04: Years 1,2,3,4
And we continued to grow:
2000-01 – 20 teachers, 150 students, 100
projects
2001-02 – Scientific Review Committee started
2002-03 – 1st project qualifies for Intel ISEF
2003-04 – 2nd project qualifies for Intel ISEF
Success bred success Formed my company, Inquiry Facilitators, Inc. in 2002
Insanity Sets In
How to promote the success?
Need: A plan to showcase the successPlan: Bid for 2007 Intel ISEF in New Mexico
RESULT: New Mexico is picked to host 2007 Intel ISEF Inquiry Facilitators served as host committee
Why do this?Validate importance & diversity of
HS student research @ Local, National, International levels
But How Can I Teach Research?
YOU HOLD THE KEY!
and
YOUR CLASSROOM
is where it starts
Because INQUIRY LEARNING
Is a research PROCESS to teach ANY content
Inquiry Skills = Research Skills Questions – testable Investigations – data collection Connections – relevance Discussions – public Reflections – change in me
Your role: Making students aware how & when
skills are used(Transparency)
Vision, Desire, Motivation, Belief
Where do I start? –
Identify how you use these skills now:
Questions, Investigations, Connections,
Discussions, and Reflections
Your role:Post the words prominently in the
classroom(Reminding YOU & students)
Vision, Desire, Motivation, Belief
How much do I change?
One lesson every 10 days (a 10% change)
Record successes & mistakes; use to
improve
Your role:Speak honestly; This change is new for you,
too!(Connections)
Vision, Desire, Motivation, Belief
What will I encounter as I change my teaching style?
Resistance – It’s change;
People, young and old, DON’T LIKE CHANGE
Your role:Developing student researchers for any
content(Process and Content)
Measure Their Progress
Ultimate goal is when students can:
Identify a problem,
Form a testable question,
Collect and analyze relevant data,
Present their findings
Your role:Facilitating process use plus teaching facts
(Guidance)
Puzzling Data: An inquiry activity
ConnectingJigsaw Puzzles
Who does NOT know what a jigsaw puzzle
is?
Who has NEVER worked on a jigsaw puzzle?
Puzzling Data: A question
Questioning & DiscussingA question:
What percentage of a 1000 piece jigsaw
puzzle do you need to see to make a
‘reasonable drawing’ of the picture?
Discuss with 3-4 people; then write down your prediction.
Puzzling Data: Collecting Data
Investigating & DiscussingCollecting data:
What data is relevant to the question?
What data would NOT be relevant to the question?
Puzzling Data: Relevant Data
Discussing
Data Needed
Data NOT Needed
Colors Material
Shapes Weight
Forms Shape of piece
Patterns Corners, edges
Puzzling Data: Trial #1
Investigating & ReflectingTrial #1:
Examine your pieces -
Record your data Make a conclusion using the data,
“What is the picture?”
How CONFIDENT are you about your CONCLUSION?
Puzzling Data: Trial #2
Investigating, Discussing, & Reflecting
Trial #2:
How can you increase your confidence?
More data!
Combine your pieces with 2 or 3 other
investigators
Record your new data
RESTATE your conclusion about the picture
Puzzling Data: Trial #3
Investigating, Discussing, & Reflecting
Confidence now? Increased? Same? Decreased?
Trial #3: Get 6 to 8 people in a group Share and record the new data from each
other
Then RESTATE your conclusion about the picture
Puzzling Data: Conclusion
Reflecting
Confidence now? Increased? Same? Decreased?
Now ALONE…
Look at the following three pictures
and choose
the one that best fits your DATA.
Puzzling Data – PUZZLE #1 ?
Puzzling Data – PUZZLE #2 ?
Puzzling Data – PUZZLE #3 ?
The ANSWER:
?????#1#2#3
The ANSWER:
I’m NOT going to tell you!
The ANSWER: PUZZLE #2
The Percentage Used?
For a group of 10 people,
about 2 %
Research: Learning how to make conclusions for
a question based on limited relevant data
Connection to Teaching
ReflectingThroughout teaching…
Pieces build pictures in student’s minds
Same data, different pictures
Can never teach all the pieces
But, the process of inquiry is ALWAYS
present
Connection to Teaching
Discussing & Connecting
Throughout teaching…
Facts alone are like pieces without the
picture
Facts alone supports disconnected thinking
RESEARCH provides REAL EXPERIENCE building REAL PICTURES
Now
You hold the key… How will you use it?
Open doors? For change.OR keep doors closed? and be safe.
