- Understand the concept of inquiry and its implication on practice with regards to lesson design, types of learning activities, teacher's role, and students' roles
- Understand the importance of wider school community
Content (Videos, readings, ppts, handouts)
|Title||script||Slides Done?||Script Done?||Date of video recording||Fully Recorded?||Video Link|
video 1 script - week 1
|Slides||Y||April 23 2015||Y||Video|
|Rosemary||video 2 script - week 1||N/A||Y||April 23 2015||Y||Video|
|Jenny||WISE/Thermodynamics WISE technology for Inquiry||Slides||Y||April 10 (last part)||Y||Video|
- Jenny's lesson design documents
- Template that we can fill in ourselves?
- "Inquiry Cycle" through the years
Activities (should be updated based on Script Matrix)
Tentative list. we will complete this step after videos are done
- Reflection: In your own teaching what is one area that this theme might be a useful theme?
- Reflection: Describe one experience that you had where this theme went well or did not go well or contributed to students learning)
- Reflection: most memorable school experience (characterizing it) maybe: then by the end of the week we can visualize it.
- involved hands on activity
- was called a project
- role of the learner
- WISE activity (To compile a resource page throughout the course that they can use later on)
- Teachers will go to the WISE site, and review existing WISE projects
- Include links to WISE projects that you found interesting or suitable to your teaching to your resource page
- Read some of the other contributions (from peers) in your cohort, and add your "like" votes, and comments
- Contribution: one inquiry technology, Web site, etc...
- why is this good?
- how is it student-centred?
- Focus group activity: collect resources and reflect on what has worked
- Inquiry lesson design: Step 1 (a persistent personal page that they can build throughout the MOOC)
- Dewey, J. (1938) Experience and Education
- Schweingruber, H., Keller, T., & Quinn, H. (Eds.). (2012). A Framework for K-12 Science Education:: Practices, Crosscutting Concepts, and Core Ideas. National Academies Press. http://www.nap.edu/openbook.php?record_id=13165&page=15
- National Research Council. (2014). Developing assessments for the Next Generation Science Standards. Committee on Developing Assessments of Science Proficiency in K-12. In W. J. W. Pellegrino, M. R. Wilson, J. A. Koenig, & Alexandra S. Beatty (Eds.), Board on Testing and Assessment and Board on Science Education. Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. http://www.nap.edu/openbook.php?record_id=18409&page=R2
- Reiser, B. J. (2013, September). What Professional Development Strategies Are Needed for Successful Implementation of the Next Generation Science Standards?. K12 center at ETS invitational symposium on science assessment. Washington, DC.http://www.k12center.org/rsc/pdf/reiser.pdf
- Krajcik, J., Codere, S., Dahsah, C., Bayer, R., & Mun, K. (2014). Planning Instruction to Meet the Intent of the Next Generation Science Standards. Journal of Science Teacher Education, 25(2), 157-175. http://www.nap.edu/catalog/13165/a-framework-for-k-12-science-education-practices-crosscutting-concepts
- Scientific Practices in k-12 classrooms http://vimeo.com/82219986
- Inquiry-based Mathematics http://www.oise.utoronto.ca/robertson/Tutorials/Mathematics.html
Inquiry-based Science http://www.oise.utoronto.ca/robertson/Tutorials/Science.html
Technology tools/learning environments