improving whole class inquiry participation
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Improving ParticipationIn Whole-Class Inquiry (WCI) Investigations
1Sunday, April 6, 14
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Improving ParticipationIn Whole-Class Inquiry (WCI) Investigations
Joan Gallagher-Bolos • NSTA Boston, 4/3/14 • Dennis Smithenry
1Sunday, April 6, 14
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What is WCI?
Artwork by Doug Smithenry2Sunday, April 6, 14
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Characteristics of Whole-Class Inquiry
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Students:
Characteristics of Whole-Class Inquiry
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Students:• inquire together as a whole class to solve a problem,
Characteristics of Whole-Class Inquiry
3Sunday, April 6, 14
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Students:• inquire together as a whole class to solve a problem,• apply feedback from previous WCI,
Characteristics of Whole-Class Inquiry
3Sunday, April 6, 14
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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,
Characteristics of Whole-Class Inquiry
3Sunday, April 6, 14
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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,
Characteristics of Whole-Class Inquiry
3Sunday, April 6, 14
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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
Characteristics of Whole-Class Inquiry
3Sunday, April 6, 14
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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.
Characteristics of Whole-Class Inquiry
3Sunday, April 6, 14
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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:
Characteristics of Whole-Class Inquiry
3Sunday, April 6, 14
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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)
Characteristics of Whole-Class Inquiry
3Sunday, April 6, 14
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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)
Characteristics of Whole-Class Inquiry
3Sunday, April 6, 14
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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
Characteristics of Whole-Class Inquiry
3Sunday, April 6, 14
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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).
Characteristics of Whole-Class Inquiry
3Sunday, April 6, 14
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Characteristics of Whole-Class Inquiry
Open Inquiry
Guided Inquiry
Structured Inquiry
Confirmation Inquiry
√
√ √
√ √ √
Question Provided
Procedure Provided
Solution Provided
4Sunday, April 6, 14
Self-sufficient scientific community of learners who are challenged to inquire together as a whole class in order to accomplish a task.
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Characteristics of Whole-Class Inquiry
Open Inquiry
Guided Inquiry
Structured Inquiry
Confirmation Inquiry
√
√ √
√ √ √
Question Provided
Procedure Provided
Solution Provided
4Sunday, April 6, 14
Self-sufficient scientific community of learners who are challenged to inquire together as a whole class in order to accomplish a task.
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Characteristics of Whole-Class Inquiry
Open Inquiry
Guided Inquiry
Structured Inquiry
Confirmation 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.
4Sunday, April 6, 14
Self-sufficient scientific community of learners who are challenged to inquire together as a whole class in order to accomplish a task.
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5Sunday, April 6, 14
Our book shares all of this in detail. Includes DVDs of Joan’s classroom, Whole-Class Inquiry in action.
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IncludesDVDs!
5Sunday, April 6, 14
Our book shares all of this in detail. Includes DVDs of Joan’s classroom, Whole-Class Inquiry in action.
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What does WCI look like?
Artwork by Doug Smithenry6Sunday, April 6, 14
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7Sunday, 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...
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8Sunday, April 6, 14
...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.
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9Sunday, April 6, 14
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.
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What is participation?
9Sunday, April 6, 14
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.
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10Sunday, April 6, 14
Talk to each other. What does participation mean.
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11Sunday, April 6, 14
Let’s share. What does it mean?
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“The action of taking part in something...”
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13Sunday, April 6, 14
It’s NOT just about talking!
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Glimpse of WCI Enactment
14Sunday, April 6, 14
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.
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Glimpse of WCI Enactment
14Sunday, April 6, 14
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.
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15Sunday, April 6, 14
All of these members are participating. Including players on the bench, the behind-the-scenes coaches...etc.
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15Sunday, April 6, 14
All of these members are participating. Including players on the bench, the behind-the-scenes coaches...etc.
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15Sunday, April 6, 14
All of these members are participating. Including players on the bench, the behind-the-scenes coaches...etc.
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15Sunday, April 6, 14
All of these members are participating. Including players on the bench, the behind-the-scenes coaches...etc.
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15Sunday, April 6, 14
All of these members are participating. Including players on the bench, the behind-the-scenes coaches...etc.
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15Sunday, April 6, 14
All of these members are participating. Including players on the bench, the behind-the-scenes coaches...etc.
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15Sunday, April 6, 14
All of these members are participating. Including players on the bench, the behind-the-scenes coaches...etc.
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How do you assess participation?
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17Sunday, April 6, 14
Not just checking off how many times a students talks...
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Joan
Gall
aghe
r
18Sunday, April 6, 14
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
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What hurdles do you encounter when trying to get students to
participate in inquiry investigations?
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“Hurdle” Types
21Sunday, April 6, 14
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...
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“Hurdle” Types
1. Survival Issues
21Sunday, April 6, 14
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...
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“Hurdle” Types
1. Survival Issues
(hunger, safety, illness)
21Sunday, April 6, 14
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...
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“Hurdle” Types
1. Survival Issues
(hunger, safety, illness)
2. Health Issues
21Sunday, April 6, 14
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...
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“Hurdle” Types
1. Survival Issues
(hunger, safety, illness)
2. Health Issues
(severe physical or mental limitations)
21Sunday, April 6, 14
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...
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“Hurdle” Types
1. Survival Issues
(hunger, safety, illness)
2. Health Issues
(severe physical or mental limitations)
3. Life Issues
21Sunday, April 6, 14
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...
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“Hurdle” Types
1. Survival Issues
(hunger, safety, illness)
2. Health Issues
(severe physical or mental limitations)
3. Life Issues
(abuse, loss)
21Sunday, April 6, 14
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...
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22Sunday, April 6, 14
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.
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22Sunday, April 6, 14
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.
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23Sunday, April 6, 14
Put your oxygen mask on first. Focus on what YOU can control... Your positive perspective will positively influence your environment.
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“Hurdle” Types
24Sunday, April 6, 14
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.
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“Hurdle” Types
1. Cultural Differences
24Sunday, April 6, 14
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.
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“Hurdle” Types
1. Cultural Differences
(family expectations, language, tradition)
24Sunday, April 6, 14
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.
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“Hurdle” Types
1. Cultural Differences
(family expectations, language, tradition)
2. Societal Differences
24Sunday, April 6, 14
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.
![Page 59: Improving Whole Class Inquiry Participation](https://reader034.vdocuments.site/reader034/viewer/2022042813/549ac258b4795915098b45b5/html5/thumbnails/59.jpg)
“Hurdle” Types
1. Cultural Differences
(family expectations, language, tradition)
2. Societal Differences
(gender roles, grades, course importance)
24Sunday, April 6, 14
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.
![Page 60: Improving Whole Class Inquiry Participation](https://reader034.vdocuments.site/reader034/viewer/2022042813/549ac258b4795915098b45b5/html5/thumbnails/60.jpg)
“Hurdle” Types
1. Cultural Differences
(family expectations, language, tradition)
2. Societal Differences
(gender roles, grades, course importance)
3. Teacher Differences
24Sunday, April 6, 14
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.
![Page 61: Improving Whole Class Inquiry Participation](https://reader034.vdocuments.site/reader034/viewer/2022042813/549ac258b4795915098b45b5/html5/thumbnails/61.jpg)
“Hurdle” Types
1. Cultural Differences
(family expectations, language, tradition)
2. Societal Differences
(gender roles, grades, course importance)
3. Teacher Differences
(what matters, assessment methods)
24Sunday, April 6, 14
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.
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Things I CAN “Control” & Influence
to improve participation in Whole Class Inquiry (WCI) Investigations
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1. Scaffolding
26Sunday, April 6, 14
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...
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2. Role Playing
27Sunday, April 6, 14
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...
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2. Role Playing
CEO
Lab Assistant
Professor
Tourist
Senator
OSHA Officer
PharmaceuticalResearcher
“New” Student
27Sunday, April 6, 14
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...
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3.
28Sunday, April 6, 14
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.
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3.
28Sunday, April 6, 14
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.
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4. Feedback
29Sunday, April 6, 14
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...
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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...
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6. Trust
31Sunday, April 6, 14
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6. Trust
32Sunday, April 6, 14
These are ways I help nurture a trusting environment.
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6. Trust
Journals
32Sunday, April 6, 14
These are ways I help nurture a trusting environment.
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6. Trust
Journals
Blogging
32Sunday, April 6, 14
These are ways I help nurture a trusting environment.
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6. Trust
Journals
Blogging
32Sunday, April 6, 14
These are ways I help nurture a trusting environment.
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6. Trust
Journals
Blogging
Remind 101
32Sunday, April 6, 14
These are ways I help nurture a trusting environment.
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6. Trust
Journals
Blogging
Remind 101
(FB)
32Sunday, April 6, 14
These are ways I help nurture a trusting environment.
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6. Trust
Journals
Blogging
Remind 101
(FB)
Daily Dose...
32Sunday, April 6, 14
These are ways I help nurture a trusting environment.
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6. Trust
Journals
Blogging
Remind 101
(FB)Attending Events
Daily Dose...
32Sunday, April 6, 14
These are ways I help nurture a trusting environment.
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6. Trust
Journals
Blogging
Remind 101
(FB)
Timely, Friendly Responses
Attending Events
Daily Dose...
32Sunday, April 6, 14
These are ways I help nurture a trusting environment.
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7. Student Reflection
33Sunday, April 6, 14
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Student Reflections
34Sunday, April 6, 14
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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.)
34Sunday, April 6, 14
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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?
34Sunday, April 6, 14
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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.
34Sunday, April 6, 14
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Ongoing Research
35Sunday, April 6, 14
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36Sunday, April 6, 14
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)
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Collaboration Continuum
36Sunday, April 6, 14
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)
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Collaboration Continuum
36Sunday, April 6, 14
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)
![Page 89: Improving Whole Class Inquiry Participation](https://reader034.vdocuments.site/reader034/viewer/2022042813/549ac258b4795915098b45b5/html5/thumbnails/89.jpg)
Collaboration Continuum
36Sunday, April 6, 14
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)
![Page 90: Improving Whole Class Inquiry Participation](https://reader034.vdocuments.site/reader034/viewer/2022042813/549ac258b4795915098b45b5/html5/thumbnails/90.jpg)
People who do nothing
Collaboration Continuum
36Sunday, April 6, 14
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)
![Page 91: Improving Whole Class Inquiry Participation](https://reader034.vdocuments.site/reader034/viewer/2022042813/549ac258b4795915098b45b5/html5/thumbnails/91.jpg)
People who do nothing
People who do everything
Collaboration Continuum
36Sunday, April 6, 14
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)
![Page 92: Improving Whole Class Inquiry Participation](https://reader034.vdocuments.site/reader034/viewer/2022042813/549ac258b4795915098b45b5/html5/thumbnails/92.jpg)
People who do nothing
People who do everything
Collaboration Continuum
36Sunday, April 6, 14
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)
![Page 93: Improving Whole Class Inquiry Participation](https://reader034.vdocuments.site/reader034/viewer/2022042813/549ac258b4795915098b45b5/html5/thumbnails/93.jpg)
People who do nothing
People who do everything
Collaboration Continuum
36Sunday, April 6, 14
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)
![Page 94: Improving Whole Class Inquiry Participation](https://reader034.vdocuments.site/reader034/viewer/2022042813/549ac258b4795915098b45b5/html5/thumbnails/94.jpg)
People who do nothing
People who do everything
Collaboration Continuum
36Sunday, April 6, 14
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)
![Page 95: Improving Whole Class Inquiry Participation](https://reader034.vdocuments.site/reader034/viewer/2022042813/549ac258b4795915098b45b5/html5/thumbnails/95.jpg)
People who do nothing
People who do everything
Collaboration Continuum
36Sunday, April 6, 14
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)
![Page 96: Improving Whole Class Inquiry Participation](https://reader034.vdocuments.site/reader034/viewer/2022042813/549ac258b4795915098b45b5/html5/thumbnails/96.jpg)
People who do nothing
People who do everything
Collaboration Continuum
36Sunday, April 6, 14
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)
![Page 97: Improving Whole Class Inquiry Participation](https://reader034.vdocuments.site/reader034/viewer/2022042813/549ac258b4795915098b45b5/html5/thumbnails/97.jpg)
37Sunday, April 6, 14
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38Sunday, April 6, 14
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8. Self Reflection
39Sunday, April 6, 14
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.
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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
40Sunday, April 6, 14