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How can teaching and learning through Inquiry be presented as a 1-hour workshop?

Megan Sapp (mrsapp@uiuc.edu) (ready to use)


ASK
Subject Areas
Education

Grade Levels
Undergraduate, Continuing

Unit Keywords
Inquiry, teaching, learning, workshops, collaboration, classroom applications, government information gathering, book discussion

Rationale of the Unit
This unit will present a structure for a one hour presentation of the the Inquiry method and the Inquiry page. (First used for the Illinois Science Teacher's Association Conference in Peoria, IL on 10/12/01)

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Background and Resources
BACKGROUND
What is Inquiry? It's an activity in which the learner extracts meaning from experience. It is manifested in a variety of curricular and instructional approaches, which can be roughly grouped according to the aspects of the inquiry cycle they emphasize:

  • Ask:
    • Observe phenomena in the real world

    • Describe phenomena, or

    • Observe phenomena in the real world

    • Describe phenomena


  • Investigate:
    • Select appropriate method of investigation: observation, interview, survey, experiment, literature survey, search of existing data, mathematical analysis, etc.

    • Choose measurement tools & conventions

    • Design sampling & control procedures (deal with variability)

    • Apply measurement procedures

    • Collect & record data


  • Create:
    • Explore & describe data

    • Analyze data

    • Relate models to real data

    • Interpret relationships in data

    • Revise a model on the basis of new evidence

    • Draw conclusions



  • Discuss:
    • Explain ideas

    • Formulate arguments for conclusions supported by data

    • Publish


  • Reflect:
    • Reflect

    • Ask new questions

    • Formulate new lines of thought/inquiry based on conclusions



A slide show by Chip Bruce can give you background on the Inquiry Page, its purpose and history.


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Activities and Open-ended problems
Materials List
IP Brochures
Paper-Format IP Units
*Email Sign-up Sheet (follow up required)
*Computer and Projector,or
*Transparencies of IP and Timeline
*=Optional
Session Layout
5 min
Introductions
Explanation of Inquiry Philosophy
30 min
Show sample Inquiry Units
http://www.inquiry.uiuc.edu/bin/u11092.html

Create Inquiry Units on paper or on line
Form groups by
  • age group taught by the audience, or by
  • field or topic of interest to audience

15 min
Discuss/Critique Inquiry Units/IP
  • Example questions to facilitate discussion

  • How could you see this tool being useful?

  • How did the creation of the units on paper go?

  • How could the Inquiry Method or Inquiry Page be incorporated into a unit or project someone in the audience is currently doing?

5 min
Use of the IP as a digital resource
What's next?
  • Pass out Next Steps hand-out

  • Encourage joining the Inquiry Page website

  • Encourage using existing units for lesson plans, etc.

  • Encourage comments on existing units

5 min
Workshop Evaluation
Pass out Workshop Evaluation Sheet
  • What did you think of the Inquiry Page?

  • How was this workshop

  • How do you see yourself using the Inquiry Page?

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Dialogues, Discussions, and Presentations
Post Mortem
What actually happened

20 min
Introductions
Explanation of Inquiry Philosophy
5 min
Show sample Inquiry Units
http://www.inquiry.uiuc.edu/bin/u11092.html
35 min
Discuss/Critique Inquiry Units/IP
Answer Questions about the IP
What's next?
  • Pass out Next Steps hand-out

  • Encourage joining the Inquiry Page website

  • Encourage using existing units for lesson plans, etc.

  • Encourage comments on existing units

5 min
Workshop Evaluation
Encourage filling out Workshop Evaluation Sheet


Workshop Leaders
How did it go? Was there any specific example, plan, way of explaining a concept that was particularly effective? Was there anything that clearly needed work?


Workshop Evaluation Sheets
What were the results of the workshop evaluations? Any particularly helpful comments or criticisms?

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Credits & Acknowledgements
Mihye Won, Jeni Weidenbenner

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