Inquiry

Inquiry

Inquisitive MindsWant to Know!

South Texas Educational Technologies, Inc.

Horizon Montessori I221 North Main

McAllen, Texas 78501  

Presenter 

Steven E. HudsonAssistant Principal

What is Inquiry

Inquiry Is ….

A means of introducing learning (student-centered)

A means of drawing out student responses

A paradigm shift from “normal” teaching methodology

Introduction of material in dynamic jumps rather than linear

“… Watcha mean Willis …”

Student-Centered

Students lead the inquiry, not the teacher

Teacher is relegated to a support role Inquiry may be used at any

developmental level Inquiry may be used at grade level Inquiry is based on the idea that

each of us learns by exploring

Remember when …Someone said something and that sparked something in you and led you to another idea or concept …

You say something and that made you think about something you thought was unrelated, but in reality it had a bearing on what you were doing …

Drawing Out Student Reponses

Paradigm Shift

People have been taught to think and “learn” in a “linear model”.

Humans, the majority, are not linear thinkers, rather they make quantum leaps based on …

Prior experiencesPrior learningDevelopmental StageMaturityThe way they are wired

Dynamic Jumps

Learning occurs in knowledge jumps based on many factors.

Some of these factors are:Relevance to the individualInterest generated by the

presenterDevelopmental levelGender and gender expectationsPersonal learning stylesPersonal interest in the subject

Benefits of Inquiry Based Learning …

teaches problem-solving, critical thinking skills, and disciplinary content

promotes the transfer of concepts to new problem questions

teaches students how to learn and builds self-directed learning skills

develops student ownership of their inquiry and enhances student interest in the subject matter

Criteria for a successful inquiryborrowed from Jeffrey Wilhelm, author of "You Gotta Be The Book" and "Hyperlearning")

Start with a guided exploration of a topic as a whole class. Proceed to student small group inquiry about an open-ended,

debatable, contended issue. Encourage students to ask personally relevant and socially

significant questions. Work in groups to achieve diversity of views. Predict, set goals, define outcomes. Find or create information...look for patterns. Instruction serves as a guide to help students meet their goals. Create a tangible artifact that addresses the issue, answers

questions, and makes learning visible and accountable. Learning is actualized and accountable in the design

accomplishment. Arrive at a conclusion...take a stand...take action. Document, justify, and share conclusion with larger audience.

Key Components of the Inquiry Process …elements adapted from Jeffrey Wilhelm's work on inquiry-based instruction

Activating Prior Knowledge

KWL what a student knows (K), wants to know (W), and has learned (L) about a topic

Opinionaires Engaging students in a conversation

about what they already know

Really applicable stuff !!!

By bringing the students' own background and experiences to the learning table, students will find ways to connect to the topic and will have activated some basis for creating meaning with the text they are reading. The personal connection to learning increases a student's motivation to explore, read, and struggle with difficulties as they arise.

Providing Background Information

articles museum exhibits audio recording videos book primary source material web site photograph art

Students need to know something about the topic to be able to perceive and formulate meaningful inquiries.

Defining Outcomes for which students will be held accountable.For Example …

Technology: conduct research on the web; create PowerPoint presentations or web sites; communicate using e-mail; import photos and clip art for presentations; use digital camera, digital audio recorder, and video recorder.

Reading: identify main idea and authors point of view; identify key concepts; increase understanding of vocabulary; extract meaning between the lines (infer)

Inquiry: define problem question; find and gather data; analyze, compare, organize, and synthesize data; create a proposition; support proposition (facts, stats, examples, expert authority, logic and reasoning); propose solutions and action steps

Team: listen, consider others' ideas, encourage, provide coaching, affirm, question, cooperate, demonstrate individual responsibility, avoid put-downs, engage in dialogue

Project Management: set goals, agree on tasks and roles, meet deadlines, prioritize tasks

Students need to know up front exactly what's expected of them.

QuestioningWhat is really being asked and what is really being heard – are they not the same thing?

Modeling Design Product Outcomes (technology, art); Providing Frameworks

Like the Wright Bros plane model or did you mean one out of sugar blocks like Tikal in Guatemala?

Show students a PowerPoint presentation, a web site, a proposition-support framework, a museum exhibit, a choreographed dance performance, etc.

Students need to see models of what it is they are being asked to do. They must have a supporting structure which provides a grounding for their creations, but doesn't limit their creativity.

Establishing a general topic or inquiry

Ex- What happens when the structure around people breaks down? (unit on the great depression)

Ex- How are human beings adversely impacting our planet? (exploring environmental issues which impact the Amazon Rain Forest)

A broad problem question or topic provides students with a general focus for selecting more specific inquiries.

Student teams conduct background research and define focused problem questions within broader inquiry or topic

Student centered and student driven …

Without a knowledge base or some degree of familiarity with the topic, it will be difficult for students to develop relevant inquiries within the broad topic area.

Students need to be provided with background material and/or guided to research their own background material.

his base will enable them to begin to formulate a big picture understanding of the broad topic area, and then to select a specific inquiry interest which connects to the broader topic.

Establish and communicate inquiry presentation framework.

Example: Proposition-Support Framework

a) State problem question

b) Develop proposition which can be argued

c) Provide background information

d) support proposition with:facts statistics examples expert authority logic and reasoning

e) propose solutions and action ideas

What else to consider …Whoa there Nellie … Jet back a bit, Pard …

Refer students back to expected outcomes and inquiry framework to create alignment between their presentations and intended outcomes.

Ask students a lot of questions to help them refine their thinking and guide their research.

Support technology (PowerPoint, Web Site, Hyperstudio) and art design product creation.

Empower students to coach and train one another within their teams.

Provide a forum for student presentations which includes students, teachers, parents, and community members.

Provide vehicles for student participation in action projects which connect their learning to specific action.

Incorporate ongoing, meaningful peer and teacher assessment.

Reflect on what worked and what didn't, and try it again.

Say It Again, Sam …Corny, but oh, so true!

Reflect on what worked and what didn't, and try it again.

Criteria for Problem Question Selection …

Is it personally relevant and socially significant? Is the student truly interested in the question?

Is it researchable? Is it big enough and small enough?

Types of questioning

Lower level questioningQuestioning for clarificationQuestioning for understandingQuestioning for application

Higher level questioningCritical questioningQuestioning for evaluation

Open-ended questioning Socratic method

Lower level questioning

Who What Where When Why How Come What do you think/believe What will happen

Higher level questioning

Explain how you arrived at that answer.

If you could change something, what would it be and be specific?

What would you have done differently?

Do you agree with the result/ending/findings – why or why not. Please be specific in your answer.

Do you believe the answer is a reasonable answer, what would make it unreasonable.

Open Ended Questions

How to Ask Open Ended Questions

DAILY PRACTICE

Practice using Open-Ended Questions throughout your day. Remember you want a broad-based response, so your questions should be phrased in such a way that the other person can be expressive, sharing background information, feelings, and intentions. Begin your questions with the words WHAT, HOW, and WHY. Although it takes longer to listen to the responses to Open-Ended Questions, in the long-run you will gain valuable knowledge, which leads to establishing greater trust in your relationships.

'Know the difference.' An open-ended question requires an answer greater than a single word or two. A closed-ended question can be answered with a simple "Yes," "No," or other very simple answer.

'Know the difference.' An open-ended question requires an answer greater than a single word or two. A closed-ended question can be answered with a simple "Yes," "No," or other very simple answer.

Follow up with "Why?" or "How?" Another technique that can help you get specific information and a lengthier answer is to ask a closed-ended question followed up with "Why?" or "How?"

For example, if I want to know whether I might find a class useful, I can ask someone who took it. Me: "Did you like that Sociology class?" Him: "Nope." Me: "Why not?" Him: "Oh, well, it was a lot of reading and theory without much practical application, for one thing."

Listen! Sometimes we are guilty of formulating the next question without paying attention to the answer to the first. You miss great opportunities for follow-up questions if you do this! Make an effort to listen to the answer you asked for!

As you read through each, imagine how you would answer …

What are your strengths as a teacher? How would you know if your lesson was

successful? What have you considered as areas of growth

for the year? How do you think coaching will benefit your

teaching? If you were a student, what kind of teacher

would you like to have? What do you feel contributed to your success

today? Imagine it is the end of the school year. What

would you want to say about the year?

USING OPEN-ENDED QUESTIONS IN THE CLASSROOM …

By asking Open-Ended Questions you can stimulate students to think, find out their agendas, and develop greater understanding about how to work with them.

Sample Open-Ended Questions include:

What does that mean to you? What do you think will happen next in

the story? How did you go about solving that

problem? How did you make that choice? What information do you have about

that? What would you do differently next

time? Why do you feel that way?

What are disadvantages … If you do not already know the answer it is very

difficult to try to guess. If you ramble you write too much and can get

off topic if you write too little you will not be given full

credit pints can be taken off for vocabulary words

being used incorrectly they are time consuming there is basically no way to completely please

picky teachers with these types of answers you do not give enough evidence or examples

Socratic QuestioningA chilled glass of Hemlock anyone?

Socrates was one of the greatest educators who taught by asking questions and thus drawing out answers from his pupils ('ex duco', means to 'lead out', which is the root of 'education').  Sadly, he martyred himself by drinking hemlock rather than compromise his principles. Bold, but not a good survival strategy. But then he lived very frugally and was known for his eccentricity. One of his pupils was Plato, who wrote up much what we know of him.

Here are the six types of questions that Socrates asked his pupils. Probably often to their initial annoyance but more often to their ultimate delight. He was a man of remarkable integrity and his story makes for marvelous reading.

The overall purpose of Socratic questioning, is to challenge accuracy and completeness of thinking in a way that acts to move people towards their ultimate goal.

Conceptual clarification questions

Get them to think more about what exactly they are asking or thinking about. Prove the concepts behind their argument. Use basic 'tell me more' questions that get them to go deeper.

Why are you saying that? What exactly does this mean? How does this relate to what we have been talking about? What is the nature of ...? What do we already know about this? Can you give me an example?Are you saying ... or ... ?Can you rephrase that, please?

Probing assumptions

Probing their assumptions makes them think about the presuppositions and unquestioned beliefs on which they are founding their argument. This is shaking the bedrock and should get them really going!

What else could we assume? You seem to be assuming ... ?How did you choose those assumptions?Please explain why/how ... ?How can you verify or disprove that assumption? What would happen if ... ?Do you agree or disagree with ... ?

Probing rationale, reasons and evidence

When they give a rationale for their arguments, dig into that reasoning rather than assuming it is a given. People often use un-thought-through or weakly-understood supports for their arguments.

Why is that happening? How do you know this?Show me ... ?Can you give me an example of that? What do you think causes ... ? What is the nature of this?Are these reasons good enough?

Would it stand up in court? How might it be refuted?How can I be sure of what you are saying?Why is ... happening?Why? (keep asking it -- you'll never get past a few times)What evidence is there to support what you are saying?On what authority are you basing your argument?

Questioning viewpoints and perspectives

Most arguments are given from a particular position. So attack the position. Show that there are other, equally valid, viewpoints.

Another way of looking at this is ..., does this seem reasonable?What alternative ways of looking at this are there? Why it is ... necessary? Who benefits from this? What is the difference between... and...? Why is it better than ...?

What are the strengths and weaknesses of...? How are ... and ... similar?What would ... say about it?What if you compared ... and ... ?How could you look another way at this?

Probe implications and consequences

The argument that they give may have logical implications that can be forecast. Do these make sense? Are they desirable?

Then what would happen?What are the consequences of that assumption? How could ... be used to ... ? What are the implications of ... ? How does ... affect ... ? How does ... fit with what we learned before? Why is ... important? What is the best ... ? Why?

Questions about the question

And you can also get reflexive about the whole thing, turning the question in on itself. Use their attack against themselves. Bounce the ball back into their court, etc.

What was the point of asking that question? Why do you think I asked this question?Am I making sense? Why not?What else might I ask?What does that mean?

Continuation

Self analysis - questioning Which types of questions are you most

comfortable with using? How comfortable are you with giving up

some control of learning over to students? Which type of questioning do you use the

most in your classes? Have you spoken with a colleague to

evaluate your questioning technique? How, specifically, can you improve your

questioning technique?

My Turn …

Write 3 lower level questions …KnowledgeComprehensionApplication

Write 3 higher level questions …AnalysisSynthesisEvaluation

Specify …

What is hard about writing questions …

What you do concerning “writing questions” that you can share with a colleague …

How you would teach a colleague to write lower level questions …

How you would teach a colleague to write higher level questions …

How would you teach a student in your class to write lower and higher level questions …

Evaluation

What …

Did you learn today … What will you take with you from

today’s presentation … What would you like to know that was

not presented … What would you have changed … How would you have changed the

part(s) that need changing … How often will you use the information

given?

Now it is your turn …

What did you really think about the Workshop

Inquiring Minds Want to Know …

Leiter Scale

On a closed “Leiter Scale” from 1 – 5 with 1 being the lowest and 5 being the highest please assess the following items.

The information was presented in a manner that was easy to understand.

Please note, separately, if you would have preferred more audio, less audio, more visual, less visual, more kinetic, less kinetic, more excitement or less excitement.

If it was perfect – please do not write anything.

The information presented was presented in a logical, sequential manner and as such was easy to follow.

Please rate the length of the presentation…

Please rate the presentation area as to …SufficientLightingTemperatureComfort

Please rate the speaker as to …Knowledge of materialVoice was easy to understandSought to respond quickly to questionsTreated each participant with respect

References …

Jones, Beau Fly. 1987 Strategic Teaching and Learning: Cognitive Instruction in the Content Areas. Assn for Supervision & Curriculum, 167 pp.

Jones, Beau Fly. Dimensions of Thinking and Cognitive Instruction. Lawrence Erlbaum Associates Inc. 555 pp.

Hudson, Steven E. Critical thinking: An application for all disciplines - elementary and secondary. Texas Student Educator’s Association Bi-annual conference, Texas Southern University, Houston, TX, March 1, 1994.

Hudson, Steven E. Using critical thinking techniques in the classroom - elementary and secondary. Katy Independent School, 1990 Teachers’ Fall In-service, August 14, 1990

http://www.neiu.edu/~middle/Modules/science%20mods/amazon%20components/AmazonComponents2.html

http://www.neiu.edu/~middle/Modules/science%20mods/amazon%20components/AmazonComponents2.html#benefits

http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2kwl.htm

http://changingminds.org/techniques/questioning/socratic_questions.htm