Improving Whole Class Inquiry Participation

transcript

Improving ParticipationIn Whole-Class Inquiry (WCI) Investigations

1Sunday, April 6, 14

Improving ParticipationIn Whole-Class Inquiry (WCI) Investigations

Joan Gallagher-Bolos • NSTA Boston, 4/3/14 • Dennis Smithenry

What is WCI?

Artwork by Doug Smithenry2Sunday, April 6, 14

Characteristics of Whole-Class Inquiry

Students:

Students:• inquire together as a whole class to solve a problem,

Students:• inquire together as a whole class to solve a problem,• apply feedback from previous WCI,

Students:• inquire together as a whole class to solve a problem,• apply feedback from previous WCI, • decide who does what and how it gets done,

Students:• inquire together as a whole class to solve a problem,• apply feedback from previous WCI, • decide who does what and how it gets done,• present their findings in one product,

Students:• inquire together as a whole class to solve a problem,• apply feedback from previous WCI, • decide who does what and how it gets done,• present their findings in one product,• reflect on their journey, and

Students:• inquire together as a whole class to solve a problem,• apply feedback from previous WCI, • decide who does what and how it gets done,• present their findings in one product,• reflect on their journey, and• receive feedback about their contributions from teacher.

Students:• inquire together as a whole class to solve a problem,• apply feedback from previous WCI, • decide who does what and how it gets done,• present their findings in one product,• reflect on their journey, and• receive feedback about their contributions from teacher.Teacher:

Students:• inquire together as a whole class to solve a problem,• apply feedback from previous WCI, • decide who does what and how it gets done,• present their findings in one product,• reflect on their journey, and• receive feedback about their contributions from teacher.Teacher:• poses carefully crafted problem (guided inquiry)

Students:• inquire together as a whole class to solve a problem,• apply feedback from previous WCI, • decide who does what and how it gets done,• present their findings in one product,• reflect on their journey, and• receive feedback about their contributions from teacher.Teacher:• poses carefully crafted problem (guided inquiry)• interacts with students via role-play, (or not at all)

Students:• inquire together as a whole class to solve a problem,• apply feedback from previous WCI, • decide who does what and how it gets done,• present their findings in one product,• reflect on their journey, and• receive feedback about their contributions from teacher.Teacher:• poses carefully crafted problem (guided inquiry)• interacts with students via role-play, (or not at all)• documents students’ actions and progress, and

Students:• inquire together as a whole class to solve a problem,• apply feedback from previous WCI, • decide who does what and how it gets done,• present their findings in one product,• reflect on their journey, and• receive feedback about their contributions from teacher.Teacher:• poses carefully crafted problem (guided inquiry)• interacts with students via role-play, (or not at all)• documents students’ actions and progress, and• provides feedback (safety, accuracy, community).

Open Inquiry

Guided Inquiry

Structured Inquiry

Confirmation Inquiry

√ √

√ √ √

Question Provided

Procedure Provided

Solution Provided

Self-sufficient scientific community of learners who are challenged to inquire together as a whole class in order to accomplish a task.

Open Inquiry

Guided Inquiry

Structured Inquiry

√ √

√ √ √

Question Provided

Procedure Provided

Solution Provided

Open Inquiry

Guided Inquiry

Structured Inquiry

√ √

√ √ √

Question Provided

Procedure Provided

Solution Provided

Social

Whole-Class

Inquiries

Smithenry, D. W., & Gallagher-Bolos, J. A. (in press). Whole-class inquiry: Creating student-centered science communities. Arlington, VA: NSTA Press.

Our book shares all of this in detail. Includes DVDs of Joan’s classroom, Whole-Class Inquiry in action.

IncludesDVDs!

Our book shares all of this in detail. Includes DVDs of Joan’s classroom, Whole-Class Inquiry in action.

What does WCI look like?

Artwork by Doug Smithenry6Sunday, April 6, 14

Went from this....at the end of September. No directions were given to the class. They were completely taken by surprise. Here’s how they reacted...

...to this. This took place at the end of February, so they definitely figured a few things out by now! Used feedback from themselves and me to get to this position.The students have just finished giving a presentation...and now I throw a WCI assessment at them.

One way to improve participation is to first formulate what it is and clearly communicate that to your students throughout the year. So write down your definition.

What is participation?

One way to improve participation is to first formulate what it is and clearly communicate that to your students throughout the year. So write down your definition.

Talk to each other. What does participation mean.

Let’s share. What does it mean?

“The action of taking part in something...”

It’s NOT just about talking!

Glimpse of WCI Enactment

This shows the value of many types of participation. It also gives a visual of the value of allowing students the time to truly connect with one another...to build a sincere scientific community.

Glimpse of WCI Enactment

This shows the value of many types of participation. It also gives a visual of the value of allowing students the time to truly connect with one another...to build a sincere scientific community.

All of these members are participating. Including players on the bench, the behind-the-scenes coaches...etc.

How do you assess participation?

Not just checking off how many times a students talks...

Four files I have open on my computer during WCIs. I keep track of EVERYTHING!chronology of events going on in the room, feedback I want to share with students, fun/constructive student quotes, what I’ll change for next time or ideas for assessment

What hurdles do you encounter when trying to get students to

participate in inquiry investigations?

“Hurdle” Types

These are outside the scope of my talk. But I want you to know that I realize they exist. They are real. And they must be addressed. But these are the extreme cases...

“Hurdle” Types

1. Survival Issues

“Hurdle” Types

1. Survival Issues

(hunger, safety, illness)

“Hurdle” Types

1. Survival Issues

2. Health Issues

“Hurdle” Types

1. Survival Issues

2. Health Issues

(severe physical or mental limitations)

“Hurdle” Types

1. Survival Issues

2. Health Issues

3. Life Issues

“Hurdle” Types

1. Survival Issues

2. Health Issues

3. Life Issues

(abuse, loss)

Important message for today...Control what you can control. And you’ll be surprised by how incredible the community development unfolds. How deep the participation grows. And how some of the things you can’t directly control end up being influenced positively by the things you can control.

Put your oxygen mask on first. Focus on what YOU can control... Your positive perspective will positively influence your environment.

“Hurdle” Types

These things do influence participation. These are the things that improve over time as the climate of the classroom is continually nurtured in a positive way.

“Hurdle” Types

1. Cultural Differences

“Hurdle” Types

(family expectations, language, tradition)

“Hurdle” Types

2. Societal Differences

“Hurdle” Types

(gender roles, grades, course importance)

“Hurdle” Types

3. Teacher Differences

“Hurdle” Types

3. Teacher Differences

(what matters, assessment methods)

Things I CAN “Control” & Influence

to improve participation in Whole Class Inquiry (WCI) Investigations

1. Scaffolding

CAN’T Do these WCIs in isolation...Skills need to be taught. Nurtured. Taken for granted that they know, understand, practice and BELIEVE in these things...people think that students inherently know how to work together...

2. Role Playing

NEVER be the teacher during WCI. Never! Get new email. Fewer questions as year progresses. Provides a bit of a barrier...forces them to turn to one another...

2. Role Playing

Lab Assistant

Professor

Tourist

Senator

OSHA Officer

PharmaceuticalResearcher

“New” Student

NEVER be the teacher during WCI. Never! Get new email. Fewer questions as year progresses. Provides a bit of a barrier...forces them to turn to one another...

If you give an exorbitant amount of homework, students will burn out of your class. They’ll resent you and the subject. And they will then not participate as much as they would without it.

4. Feedback

I always give feedback in three areas (equally weighted) Safety, Accuracy, Community...It’s FUN. So students want to be a part of it...Let the students be a part of it...

5. Flexibility30Sunday, April 6, 14

On the spot thinking. Use role-play as a means of helping to direct the class when necessary. Students will appreciate knowing that you’re “involved” in helping them...

6. Trust

These are ways I help nurture a trusting environment.

6. Trust

Journals

6. Trust

Journals

Blogging

6. Trust

Journals

Blogging

Twitter

6. Trust

Journals

Blogging

Twitter

Remind 101

6. Trust

Journals

Blogging

Twitter

Remind 101

6. Trust

Journals

Blogging

Twitter

Remind 101

Daily Dose...

6. Trust

Journals

Blogging

Twitter

Remind 101

(FB)Attending Events

Daily Dose...

6. Trust

Journals

Blogging

Twitter

Remind 101

Timely, Friendly Responses

Attending Events

Daily Dose...

7. Student Reflection

Student Reflections

Student Reflections1. In terms of community, what went well

in class? Out of class? What didn’t go so well? (List 2 specifics for each.)

2. In term of your personal contributions, what went well? What didn’t go so well?

3. Comments, questions, suggestions in terms of anything—safety, accuracy, community.

Ongoing Research

Think about where you fall on the collaboration continuum for this project. I wouldn’t hire someone who falls at either end of the spectrum. True collaboration means we push one another towards the middle. (Butterfly affect)

Collaboration Continuum

People who do nothing

People who do everything

8. Self Reflection

Very important for the teacher to reflect on their practice, too. Is this a relevant, meaningful challenge? Was it the right level of challenge? Etc.

http://thelionslife.me/tag/manipulation/

http://eagleionline.com/2012/05/14/spring-2012-grade-watch/

http://sweetclipart.com/rainbow-colored-raised-hands-969

http://sfodan.wordpress.com/2011/09/24/%E2%80%9Clet-us-walk-and-talk-together%E2%80%9D-%E2%80%93matthew-2128-32%E2%80%A0/

http://minnesotaadventurecamps.com/content/23/low-ropes

http://www.wikihow.com/Fill-a-Christmas-Stocking

Improving Whole Class Inquiry Participation

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