Teacher’s Inquiry Diary - King's College London · Diary. Strategies for Assessment of Inquiry...

Strategies for Assessment of Inquiry Learning in Science

Teacher Education Programme

This project has received funding from the European Union’s Seventh Framework Programme for research technological development and demonstration under grant agreement no 289085

Teacher’s Inquiry Diary

Strategies for Assessment of Inquiry Learning in Science

Teacher Education Programme

www.kcl.ac.uk/SAILS

Introduction: Teacher Education Programme

Contents

Pg 2

Pg 3

Developing and Assessing Inquiry2

What is inquiry?1

Strengthening the Inquiry Approach 4

Crafting Inquiry Pedagogy3

Pg 34

Pg 24

Pg 13

Sessions

www.kcl.ac.uk/SAILS

www.sails-project.eu

Name: ................................................................. Contact Email: ........................................................................................

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www.kcl.ac.uk/SAILS | King’s College London

The teacher education programme (TEP) we have developed as part of the SAILS (Strategies for Assessment of Inquiry Learning in Science) project recognises that teaching is a very demanding job and that time to stop and reflect is often difficult to find. For this reason, this Inquiry Diary provides the opportunity for you to make notes during each teacher development workshop session and between sessions, as you try out ideas in your school. This reflection on practice alongside the opportunity to capture your thoughts at different points in time supports the ‘action research’ approach being advocated within our teacher education programme.

We have structured this booklet to run alongside each session and have included key slides as stimuli within each of the four workshops

Over time you will be able to see how your ideas have evolved and the sort of experiences that have scaffolded these changes and consolidated your understanding.

Finally, the reflective inquiry diary will provide a record

of your learning journey which we believe will help you develop a deeper understanding of the inquiry process and articulate how you engage in inquiry based science practice with integrated assessment opportunities.

We wish you every success.

Chris Harrison, Sally Howard, Brian Matthews

www.kcl.ac.uk/SAILS

Introduction to the Inquiry Diary

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Session 1:What is Inquiry?

This is the first workshop session in the series of four. The focus of the first session is to discuss and explore your understanding of ‘science inquiry’ and help you to start thinking about developing students’ ideas about inquiry.

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What is Inquiry?

Ã What is inquiry?

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Ã What does inquiry look like in science classrooms?

Ã How does it help students learn?

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Reflecting on Practice

Ã What does practical work look like in your classroom?

Ã How much inquiry is done in your classroom?

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Ã What can be done to strengthen inquiry in schools?

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Types of Inquiry Ã Identify what type of inquiry each activity is focussing on

Ã Make notes on how this activity has changed your view of inquiry?

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Types of Inquiry

Ã Make notes on how similar types of inquiry could be used at lower secondary school

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Reflections on the 4 Inquiries

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Action Plan

Points for consideration Ã Which inquiry will you try?

Ã Why this one?

Ã How will you use formative assessment and questioning to prevent the inquiry being closed down?

NB

Keep notes on the things you try with your students and what they think of inquiry as well as your views

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Summary of notes having tried some inquiries with your students: Ã Which inquiry skills did you focus on? Why these?

Ã How did the students respond?

Ã What evidence of student learning did you notice?

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Session 2:Developing and Assessing Inquiry

In this second session, you will share ideas of how successful the inquiry activities from session 1 were in your classrooms.

You will then be introduced to the classroom assessment model used by the UK SAILS teachers during their inquiry activities to recognise how to use questions and tools to check on understanding during an inquiry.

You will also explore, trial and discuss three SAILS inquiry units designed to promote conceptual development through inquiry.

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Developing and Assessing Inquiry

Make notes following the feedback session on things that you think will support your development.

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Findings from the SAILS project

Ã Assessment in inquiry activities is best done during the inquiry to provide feedback so that improvements can be made as the activity progresses

Ã Probing questions help teachers and students in assessing understanding of inquiry skills and processes

Ã Student’s can improve their conceptual understanding through inquiry approach

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Ã Consider the conceptual ideas being developed

Ã How are the activities in this inquiry helping students share their ideas in these activities?

Ã Which questions or ways of collecting evidence of learning might you use in these activities?

Unpacking Food labels Inquiry

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Ã What choices can students make?

Ã How might you encourage students to compare how effective their methods were compared to others?

Ã Which questions or ways of collecting evidence of learning might you use in these activities?

Unpacking Reaction Rates Inquiry

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Ã What choices can the students make?

Ã How might you encourage students to compare how effective their methods were compared to others?

Unpacking Speed Inquiry

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Ã There is a fine line between asking questions that probe student understanding and asking questions that direct the students along a particular pathway

Ã In the inquiry activities you have tried today which questions might have been useful in probing understanding without leading the students?

Using Probing Questions19

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Your notes on Unpacking the Inquiry and Using Probing Questions

Questions During the Inquiry

King's College London | www.kcl.ac.uk/SAILS Slide 21 .

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Interpreting Evidence of Learning

Ã What evidence of learning might you recognise from the completed ‘Placemat’?

Ã What feedback / questions might you give in response to this information?

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Planning your next steps

Make notes on: Ã How has your thinking about inquiry changed?

Ã Which inquiry activities will you try?

Ã Which inquiry skills are you focussing on?

Ã How might you gather a range of evidence of student learning?

Ã How might you adapt your existing science activities to include more inquiry based aspects?

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Notes from having tried inquiries with your students

Ã Which inquiry? Why these? Which skills? Why these?

Ã How did your students respond? What did they find challenging or easy?

Ã What questions did you use to probe student understanding?

Ã What evidence of learning did you notice (bring examples where appropriate)

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Session 3:Crafting Inquiry Pedagogy

You will reflect on how successful the inquiry activities from sessions 1 and 2 were in your classrooms.

You will also explore, trial and discuss three SAILS inquiry units and compare the various ways you might approach these to allow sufficient opportunity for sustaining interest and curiosity and for recognising opportunities for assessment.

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Findings from SAILS project

Ã Collaborative learning is at the heart of inquiry and needs to be planned for and supported by the teacher

Ã Placemats and Learning Landscapes support data collection for assessment

Ã Teachers can select whether to make the inquiry open, guided or bounded

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Reflections on the 3 Inquiries

Ã What inquiry skills were involved?

Ã How might you adapt one of these activities for use in your classroom?

Insert 3 visual images to remind them what the3 activities were.

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Wenning categorises inquiry into 3 groups:

Ã Bounded inquiry (teacher makes all the decisions)

Ã Guided inquiry (teacher makes some of the decisions)

Ã Open inquiry (students make all or the majority of the decisions

Make notes on where the inquiries you explored today fit into these categories

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Collaborative Learning

Collaborative learning is when two or more people learn together capitalizing on one another’s resources and skills. This includes asking one another for information, evaluating one another’s ideas and monitoring one another’s work.

This approach implicitly integrates social and emotional processes with the formulation of knowledge and skill development. It reinforces a socio-cultural model of learning and inquiry.

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Assessment

Ã The assessment model focuses on formative assessment during the inquiry

Ã Teachers can then provide feedback and guidance during the inquiry

Ã Sometimes, teachers also decide to record how well students or groups are doing specific inquiry skills

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Learning Landscapes

Make notes on questions you might use and how you might you use Placemats or Learning Landscapes

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Action planning

Ã Will you use an inquiry from today or design your own?

Ã How will you organise and support your students to work well collaboratively?

Ã How might you assess their inquiry skills as part of the learning?

Ã What feedback might you need to give during the inquiry process?

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Notes on how the inquiry and approach to assessment has developed

Be prepared to share these at the final session. Points to reflect on: Ã Which inquiry activity? Which inquiry skills?

Ã What feedback have you had from your students in terms of how inquiry is different to other science lessons?

Ã What range of evidence of student learning did you gather and how did you do this?

Ã How did your group students and for what reasons? Explain how this is different from previous groupings and how effective it was

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Session 4:Strengthening the Inquiry Approach

The focus of the final session is to discuss and explore how individual understanding of ‘science inquiry’ has evolved.

A planning framework is introduced to help you to plan assessment opportunities during the inquiry, which you will use to work out how you might adapt and teach a new inquiry. The final part of the session supports you in both reflecting on how your experience in the Teacher Education Programme (TEP) has strengthened your professional learning and supports you in planning for future inquiry learning in your classrooms.

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Strengthening the Inquiry Approach

Notes from the feedback session

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View of Inquiry

Ã What is your current definition of inquiry?

Ã How has this changed since session 1?

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Ã Make notes on how you believe inquiry learning helps students in science

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Reflect on the Wellcome definition of inquiry and how it is similar or different to your own

See Wellcome 2013 p2

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Inquiry Types

Ã Learning about Inquiry skills. This is where pupils develop specific inquiry skills through an inquiry approach. (eg Floating Orange)

Ã Learning through Inquiry. This is where inquiry is used to help the pupils develop their conceptual knowledge. (eg Food Labels)

Ã Learning through doing an inquiry. The focus is on understanding aspects of inquiry through completing a whole inquiry (eg Rates of Reaction)

Planning an Inquiry Lesson

Lesson planning is different for inquiry lessons. Ã Students take more active role in decision making

Ã Teachers need to think about how to set-up a collaborative learning environment

Ã Opportunities need to be planned for assessment and feedback during the inquiry process

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Auditing the inquiry process

Reflect on the inquiries you have explored during the TEP. Decide which categories they would each fit.

Ã Did you change anything when you tried them with your students? Why?

Ã Do you tend to focus on one, two or all three inquiry purposes with your students? Why?

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Notes on Planning an Inquiry Lesson – based on Cooked Spaghetti inquiry activity

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Notes on assessment

Notes from Making Assessment of Inquiry More Explicit activity

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Assessment notes

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Rubrics

Ã These support the teacher making judgments and are a means of recording assessment data

Ã Decide what successful performance would look like for the inquiry skill you are assessing (cooked spaghetti)

Ã How might a student who is still developing that skill perform? Think holistically. What would early development look like?

Ã What might an exceptional performance look like?

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Notes from writing an inquiry lesson from ‘Floating Gardens’

http://practicalaction.org/floatinggardenchallenge

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Notes on Edward DeBono: Lateral Thinking approach using ‘PMI’

Plus + Minus – Interesting ! / questions?

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Reflections about the Inquiry TEP

Reflect back and consider these points: Ã How have your ideas about inquiry changed during the whole process of the TEP?

Ã Which events influenced these changes?

Ã How has your practice changed?

Ã What effects have changes in your practice had on your students?

Ã How has inquiry-based learning changed the way your students think about science?

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Planning Ahead; ‘Now, Soon, Later’

Consider what you what to achieve: Ã In the next few months

Ã Over the rest of this year

Ã Next year

Ã In the future

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Analysing your next steps: SWOT

Using a SWOT analysis can be a useful way to think about possible barriers and then overcoming them. Select one of the things you want to achieve (see previous activity) and analyse it using this SWOT tool.

‘Key Idea’ you want to achieve: ………………………………………......................................................................

Strength Weakness

Opportunity Threat

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Finally, reflect on all the things you have written in your SWOT and decide what can be done to:

Ã address the weaknesses in what you want to achieve

Ã address the threats to make them strengths or opportunities

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Your Reflection Space

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www.kcl.ac.uk/SAILS

Dr Chris Harrison

Department of Education & Professional Studies, King’s College London, Franklin-Wilkins Building, Waterloo Bridge Wing, Waterloo Road, London SE1 9NH

Published 2016

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Teacher’s Inquiry Diary - King's College London · Diary. Strategies for Assessment of Inquiry...

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