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The Elements of an Inquiry Science Educator

Differentiation through Inquiry Based Science Education (IBSE)

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1. Can define and understand what IBSE is

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IBL definition/1

What do we mean by inquiry-based learning?

Inquiry-based learning is an innovative way of learning and teaching.

It aims to develop ‘inquiring minds and attitudes’ of young people which will be required in an uncertain future.

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IBL definition/2

IBL is based on students adopting an active, questioning approach.

Students inquire and pose questions, explore and evaluate, and the problems they address seem ‘real’ to them.

Learning is driven by open-ended questions and multiple solution strategies.

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IBL definition/3

Teachers differentiate by being proactive:

Support struggling students by scaffolding their help .

Extend those that are succeeding through the use of carefully chosen questions.

Assess where each student stands in the path towards attaining defined educational goals.

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IBL definition/4

ALL students’ contributions are valued, including their mistakes.

In the classroom there is a shared sense of purpose and ownership.

IBL engages different learning styles in one activity (personalised learning)

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2. Understands the value of IBSE

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Why IBL?/1

Knowledge of facts alone is not enough!

Ability to attain: knowledge and competenciesproblem-solving skills.

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Why IBL?/2

Apply knowledge in realistic problem-solving situations.

Need to learn to learn and to explore new knowledge areas.

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Why IBL?/3

Meaningful and challenging IBL-tasks provide:

first-hand experience of approaches to solving problems

a deeper understanding of underlying concepts and laws

increased motivation

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3. Asks questions that promote thinking

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Questioning /1

Plan to use questions that encourage thinking and reasoning.

Ask questions in ways that include everyone No ‘hands up' rule range of responses Avoid teacher - student 'ping pong'

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Questioning /2

Avoid judging students' responses.

Give students time to think: Wait time. Use "Think - Pair – Share” Use mini whiteboards

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4. Gradually shifts towards a more frequent use of unstructured tasks

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Science in real life

Science students are often given structured tasks and are told precisely which techniques to deploy. Students learn by following instructions.

Real life problems require a different approach – no recipe solutions will be available ‘on the job’.

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Science in real life

Effective problem solving requires: making simplifications, modelling situations, choosing appropriate knowledge and

processes from your 'toolkit', testing whether the solution is "good

enough" for the purpose in hand..

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5. Utilizes collaborative activities that promote personalised learning

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Benefits of Collaborative Learning/1

If students are to make sense of scientific and concepts, then they will need opportunities to share, discuss and work together.

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Benefits of Collaborative Learning/2

Research has shown that cooperative small group work has positive effects on learning, social skills and self-esteem.

(Askew and William, 1995)

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Benefits of Collaborative Learning/3

However, success is dependent on:

Shared Goals for the group Individual accountability for the

attainment of these goals

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6. Uses a form of assessment that helps both teaching and learning

Assessment for learning/1

Effective learning however can take place if the teacher knows where students are along the paths towards specific goals

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Start (where

student is)

Educational goal

(where you want student

to reach)

Assessment for learning/2

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Attainment of Goal

Starting level of student

1

2

3

4

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Graded success criteria (Bloom)

Where I am

Where I want to reach

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Miniwhiteboards

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Traffic Lights

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Traffic Lights

Pupils use the colours of the traffic lights to indicate their understanding:

red - don't understand yellow - I need more help green - I've got it

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AFL evidence sheet

Assessing individual learning

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