one path to intel isef by using inquiry learning to promote student research russ fisher-ives...
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Student Research Projects: Inquiry LearningOne path to Intel ISEF by using inquiry learning to promote student research
Russ Fisher-IvesInquiry Facilitators, Inc.New Mexico, USA
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My Story
Geologist
A HS instructor for 23 years
A new high school = A new beginning
Intel ISEF & Intel’s Educator Academy
Rio Rancho HS: Student Research EXPO
2007 Intel ISEF
Puzzling Data: An inquiry activity
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My Teaching Culture
1984- 97: HS physics & math instructor, Albuquerque PS
ZERO experience with research projects
“Students can’t…”“Students don’t want to…”“Not enough time or resources to…”
1997- 07: Director & Instructor, Science Academy Rio Rancho Public School
“Learn by doing” - quoted on TV
(1997-99: 2600 students; research projects: 1 student)
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1999: Intel Educator’s Academy1999: 2nd Annual Intel Educator’s Academy Changed my life forever
“Kids like ours”; Interest driven; Excitement;
New opportunities; Motivated teachers
Back at Rio Rancho HS Summer workshop: 24 interested teachers Intel ISEF rules & guidelines Use inquiry process; Product: research
projects Open for all students, any content
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Steps Guiding Initial ProgramFrom the summer workshop:
Start: beginning of the school year
Project content: student interest >> course
Time management: divide the course into
1/3’s
Grading: on-going during each 1/3 section
Finish: research project = 10% of final exam
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2001- 04: Years 1,2,3,4
And we continued to grow:
2000-01 – 20 teachers, 150 students, 100
projects
2001-02 – Scientific Review Committee started
2002-03 – 1st project qualifies for Intel ISEF
2003-04 – 2nd project qualifies for Intel ISEF
Success bred success Formed my company, Inquiry Facilitators, Inc. in 2002
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Insanity Sets In
How to promote the success?
Need: A plan to showcase the successPlan: Bid for 2007 Intel ISEF in New Mexico
RESULT: New Mexico is picked to host 2007 Intel ISEF Inquiry Facilitators served as host committee
Why do this?Validate importance & diversity of
HS student research @ Local, National, International levels
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But How Can I Teach Research?
YOU HOLD THE KEY!
and
YOUR CLASSROOM
is where it starts
Because INQUIRY LEARNING
Is a research PROCESS to teach ANY content
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Inquiry Skills = Research Skills Questions – testable Investigations – data collection Connections – relevance Discussions – public Reflections – change in me
Your role: Making students aware how & when
skills are used(Transparency)
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Vision, Desire, Motivation, Belief
Where do I start? –
Identify how you use these skills now:
Questions, Investigations, Connections,
Discussions, and Reflections
Your role:Post the words prominently in the
classroom(Reminding YOU & students)
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Vision, Desire, Motivation, Belief
How much do I change?
One lesson every 10 days (a 10% change)
Record successes & mistakes; use to
improve
Your role:Speak honestly; This change is new for you,
too!(Connections)
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Vision, Desire, Motivation, Belief
What will I encounter as I change my teaching style?
Resistance – It’s change;
People, young and old, DON’T LIKE CHANGE
Your role:Developing student researchers for any
content(Process and Content)
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Measure Their Progress
Ultimate goal is when students can:
Identify a problem,
Form a testable question,
Collect and analyze relevant data,
Present their findings
Your role:Facilitating process use plus teaching facts
(Guidance)
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Puzzling Data: An inquiry activity
ConnectingJigsaw Puzzles
Who does NOT know what a jigsaw puzzle
is?
Who has NEVER worked on a jigsaw puzzle?
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Puzzling Data: A question
Questioning & DiscussingA question:
What percentage of a 1000 piece jigsaw
puzzle do you need to see to make a
‘reasonable drawing’ of the picture?
Discuss with 3-4 people; then write down your prediction.
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Puzzling Data: Collecting Data
Investigating & DiscussingCollecting data:
What data is relevant to the question?
What data would NOT be relevant to the question?
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Puzzling Data: Relevant Data
Discussing
Data Needed
Data NOT Needed
Colors Material
Shapes Weight
Forms Shape of piece
Patterns Corners, edges
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Puzzling Data: Trial #1
Investigating & ReflectingTrial #1:
Examine your pieces -
Record your data Make a conclusion using the data,
“What is the picture?”
How CONFIDENT are you about your CONCLUSION?
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Puzzling Data: Trial #2
Investigating, Discussing, & Reflecting
Trial #2:
How can you increase your confidence?
More data!
Combine your pieces with 2 or 3 other
investigators
Record your new data
RESTATE your conclusion about the picture
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Puzzling Data: Trial #3
Investigating, Discussing, & Reflecting
Confidence now? Increased? Same? Decreased?
Trial #3: Get 6 to 8 people in a group Share and record the new data from each
other
Then RESTATE your conclusion about the picture
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Puzzling Data: Conclusion
Reflecting
Confidence now? Increased? Same? Decreased?
Now ALONE…
Look at the following three pictures
and choose
the one that best fits your DATA.
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Puzzling Data – PUZZLE #1 ?
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Puzzling Data – PUZZLE #2 ?
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Puzzling Data – PUZZLE #3 ?
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The ANSWER:
?????#1#2#3
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The ANSWER:
I’m NOT going to tell you!
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The ANSWER: PUZZLE #2
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The Percentage Used?
For a group of 10 people,
about 2 %
Research: Learning how to make conclusions for
a question based on limited relevant data
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Connection to Teaching
ReflectingThroughout teaching…
Pieces build pictures in student’s minds
Same data, different pictures
Can never teach all the pieces
But, the process of inquiry is ALWAYS
present
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Connection to Teaching
Discussing & Connecting
Throughout teaching…
Facts alone are like pieces without the
picture
Facts alone supports disconnected thinking
RESEARCH provides REAL EXPERIENCE building REAL PICTURES
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Now
You hold the key… How will you use it?
Open doors? For change.OR keep doors closed? and be safe.