Inquiry Based Learning in the CTE Classroom
Melissa Damewood
https://tinyurl.com/y9gcf38s
How do we SPARK learning with students?
The exploration of authentic questions through assessing, evaluating, and synthesizing information.
In my classroom, students access course content through reading, research or means other than teacher delivery.
Most of the time
Some of the time
Always
Rarely
In my classroom, my role as a teacher is more like a facilitator or coach.
Most of the time
Some of the time
Always
Rarely
I provide a variety of levels and paths of authentic investigation for students to learn about a topic.
Most of the time
Some of the time
Always
Rarely
PILLAR Of INQUIRY | DESCRIPTION |
Student Driven | Student ownership and choice is embedded in the process |
Authentic | A real world issue, question, and/or audience is involved |
Metacognition | Students think about their own thinking, evaluate what they know and don’t know, reflect on their learning |
Disciplinary Literacy | Students engage in thinking, reading, writing, and/or speaking like a member of the discipline |
Collaboration | Student collaboration is embedded in the process |
Teaching Content in the Inquiry Classroom
1. Cooperative Classroom- not required but often helpful
Teaching Content in the Inquiry Classroom
2. Start with your learning targets. What do you want the students to know or be able to do?
3. Have a visual that will spark ideas, predictions and questions.
Teaching Content in the Inquiry Classroom
4. Guide them with prompts ...you will need to do more of this in the beginning, but then gradually release responsibility.
Teaching Content in the Inquiry Classroom
5. Stop frequently to have the “Public Relations Role” report their group’s discussion.
6. Encourage the students to ask questions. One prompt could be “What are three questions your group has for the class?”
7. Refer back to the target when understanding occurs.
Teaching Content in the Inquiry Classroom
8. Whole group processing if necessary.
9. Close with a quick individual formative assessment to see what needs to be done tomorrow!
10. There is more engagement, the concepts “stick” better when the students have time to make their own meaning, make predictions and ask their own questions.
Example of Structured-
Teacher chooses topic, question, resources, outcome, product
Example of Controlled-
Teacher/ student chooses topic and question. Teacher chooses resources, outcome, product
Example of Guided-
Teacher/ student chooses topic and question. Student chooses resources, outcome, product
Economic system, Markets and prices, Buying goods and services
Student Example cell phone comparison
Example of Open-
Student chooses topic, question, resources, outcome, product