- Văn bản
- Lịch sử
Warner, A., Myers, B. (2008). Imple
Warner, A., Myers, B. (2008). Implementing inquiry-based teaching methods. Department of Agricultural Education and Communication Florida Cooperative Extension Service.
Institute of Food and Agricultural Sciences. University of Florida. AEC395.
This article provides basic guidelines and strategies for implementing inquiry-based teaching methods. It suggests “the teacher’s role is starting the inquiry process, promoting student dialog, transitioning between small group and class discussions, intervening to clear misconceptions or develop students’ understanding of content material, modeling scientific procedures and attitudes, and utilizing student experiences to create new content knowledge.” Teachers need to decide how much guidance is needed to accomplish these goals. The main goal inquiry is student engagement during the learning process. There are six stages to the inquiry cycle:
Inquisition: stating a “what if” question to be investigated
Acquisition: brainstorming possible procedures
Supposition: identifying an “I think” statement to test
Implementation: designing and carrying out a plan
Summation: collecting evidence and drawing conclusions
Exhibition: sharing and communicating the results (Llewellyn, 2002, p13-14)
There are two models: Guided Discovery and The 5-E Model. Guided Discovery involves teachers providing the concrete materials and questions and allowing the students to explore and discover the answers. “The 5-E model focuses on the five phases of engagement, exploration, explanation, elaboration, and evaluation.” Each step builds on the next. It concludes with an example of a 5-E lesson plan.
14. Teacher’s Professional Development for Inquiry-Based Learning
Hofstein, A. (2012). Teacher’s professional development for inquiry-based learning. Student Active Learning in Science: Collection of papers from SALiS Final
Conference. August 29-30, 2012. 92-96
This article discussed the benefits of using an inquiry-based learning approach in the science lab. It suggested designing laboratory activities that provide opportunities to “ask questions, suggest hypothesis, and design investigations ‘minds-on as well as hands-on.’” The teachers designing these inquiry-based laboratory experiments underwent intensive professional development to ensure they understood how to construct these types of activities. The teachers involved in this study exhibited the following characteristics: encouraged student collaboration, guide students in inquiry process by asking higher order questions, use alternative assessment methods, differentiate student learning, and align the experiment with concepts taught in the class. Teachers were also asked questions by students that they may not have the answer to and the teachers needed to be understanding to the fact that they may not have all the answers to the questions asked by their students. The teachers followed a continuous professional development (CPD) model. The CPD model supports teachers so they can reflect and learn about how new practices can be evolved or molded from existing classroom practice. It involves the teacher reshaping their own beliefs about teaching learning. One main difference is this method of professional development is the opportunities to reflect on his/her own classroom practices during and after implementation of the new technique. The collaboration with other teachers also engaging in inquiry-based learning is another important aspect of this method of professional development.
15. Inquiry Based Learning: A Curriculum Innovation Examined
Mazzulla, J. (2011). Inquiry based learning: A curriculum innovation examined. Retrieved from: http://www.mzmazz003.com/uploads/1/4/5/1/14519762
/curriculum_innovation_essay.pdf
This article discusses a curriculum innovation that the author would like to use to change the culture of the classroom. He suggests that the innovation needs to be something that stays novel and new as not to lose the students’ interest. He believes that inquiry based learning may be the key to changing the classroom climate. He feels that since the learning is student driven it will keep their interest and can be differentiated to meet each student’s needs. Since students have control it will encourage engagement and motivation to dig deeper into the topic. “By allowing an innovation to evolve to meet the needs of the individual school, teacher, or class, it permits an innovation to undergo improvement by those who use it and be tailored to meet the needs of those who will be taught using the innovation respecting the culture that exists in the school.” The author provides a plan for implementation to ensure teachers have what they need in place to change instruction.
16. An Inquiry Primer
Colburn, A. (2000). An inquiry primer. Science Scope. 42-44. Retrieved from: http://www.experientiallearning.ucdavis.edu/module2/el2-60-primer.pdf
This article discussed how science education has embraced inquiry-based instruction. The author poses this question after hearing of its importance from science educators: “Why aren’t more teachers using it in their classrooms?” The answers ranged from confusion over what inquiry is to difficult to manage. His definition of inquiry-based instruction covers several different approaches. These include structured, guided, open, and learning cycle. He addresses the question: “Is inquiry only for bright kids?” He explains that inquiry often requires hypothetical/deductive reasoning and concrete thinkers have difficulty with developing an understanding of abstract concepts so these could be obstacles to inquiry-based learning. Some suggestions for overcoming these obstacles include choosing activities that focus on concrete observable concepts, focusing on questions that can be answered through observation, use materials and situations common to the students, and choose activities that are in line with the students’ skills. This article also focuses on the teacher’s role in inquiry-based learning. Teachers need to believe in the value of having student control of their learning. It gives suggestions on how to guide students through questioning and managing the classroom.
Twenty-First Century Skills
17. The Global Achievement Gap: Why even our best schools don't teach the new survival skills our children need - and what we can do about it.
Wagner, T, (2008). The global achievement gap: Why even our best schools don’t teach the new survival skills our children need – and what we can do about it. New York, NY: Basic Books.
This book discusses the seven survival skills our students need for the 21st century. The seven survival skills include: critical thinking and problem solving, collaboration across networks and leading by influence, agility and adaptability, initiative and entrepreneurship, effective oral and written communication, assessing and analyzing information, and curiosity and imagination. It explains each skill in-depth and offers suggestions for teaching students these 21st century skills. It also explains why it is so important that our students possess these skills.
Institute of Food and Agricultural Sciences. University of Florida. AEC395.
This article provides basic guidelines and strategies for implementing inquiry-based teaching methods. It suggests “the teacher’s role is starting the inquiry process, promoting student dialog, transitioning between small group and class discussions, intervening to clear misconceptions or develop students’ understanding of content material, modeling scientific procedures and attitudes, and utilizing student experiences to create new content knowledge.” Teachers need to decide how much guidance is needed to accomplish these goals. The main goal inquiry is student engagement during the learning process. There are six stages to the inquiry cycle:
Inquisition: stating a “what if” question to be investigated
Acquisition: brainstorming possible procedures
Supposition: identifying an “I think” statement to test
Implementation: designing and carrying out a plan
Summation: collecting evidence and drawing conclusions
Exhibition: sharing and communicating the results (Llewellyn, 2002, p13-14)
There are two models: Guided Discovery and The 5-E Model. Guided Discovery involves teachers providing the concrete materials and questions and allowing the students to explore and discover the answers. “The 5-E model focuses on the five phases of engagement, exploration, explanation, elaboration, and evaluation.” Each step builds on the next. It concludes with an example of a 5-E lesson plan.
14. Teacher’s Professional Development for Inquiry-Based Learning
Hofstein, A. (2012). Teacher’s professional development for inquiry-based learning. Student Active Learning in Science: Collection of papers from SALiS Final
Conference. August 29-30, 2012. 92-96
This article discussed the benefits of using an inquiry-based learning approach in the science lab. It suggested designing laboratory activities that provide opportunities to “ask questions, suggest hypothesis, and design investigations ‘minds-on as well as hands-on.’” The teachers designing these inquiry-based laboratory experiments underwent intensive professional development to ensure they understood how to construct these types of activities. The teachers involved in this study exhibited the following characteristics: encouraged student collaboration, guide students in inquiry process by asking higher order questions, use alternative assessment methods, differentiate student learning, and align the experiment with concepts taught in the class. Teachers were also asked questions by students that they may not have the answer to and the teachers needed to be understanding to the fact that they may not have all the answers to the questions asked by their students. The teachers followed a continuous professional development (CPD) model. The CPD model supports teachers so they can reflect and learn about how new practices can be evolved or molded from existing classroom practice. It involves the teacher reshaping their own beliefs about teaching learning. One main difference is this method of professional development is the opportunities to reflect on his/her own classroom practices during and after implementation of the new technique. The collaboration with other teachers also engaging in inquiry-based learning is another important aspect of this method of professional development.
15. Inquiry Based Learning: A Curriculum Innovation Examined
Mazzulla, J. (2011). Inquiry based learning: A curriculum innovation examined. Retrieved from: http://www.mzmazz003.com/uploads/1/4/5/1/14519762
/curriculum_innovation_essay.pdf
This article discusses a curriculum innovation that the author would like to use to change the culture of the classroom. He suggests that the innovation needs to be something that stays novel and new as not to lose the students’ interest. He believes that inquiry based learning may be the key to changing the classroom climate. He feels that since the learning is student driven it will keep their interest and can be differentiated to meet each student’s needs. Since students have control it will encourage engagement and motivation to dig deeper into the topic. “By allowing an innovation to evolve to meet the needs of the individual school, teacher, or class, it permits an innovation to undergo improvement by those who use it and be tailored to meet the needs of those who will be taught using the innovation respecting the culture that exists in the school.” The author provides a plan for implementation to ensure teachers have what they need in place to change instruction.
16. An Inquiry Primer
Colburn, A. (2000). An inquiry primer. Science Scope. 42-44. Retrieved from: http://www.experientiallearning.ucdavis.edu/module2/el2-60-primer.pdf
This article discussed how science education has embraced inquiry-based instruction. The author poses this question after hearing of its importance from science educators: “Why aren’t more teachers using it in their classrooms?” The answers ranged from confusion over what inquiry is to difficult to manage. His definition of inquiry-based instruction covers several different approaches. These include structured, guided, open, and learning cycle. He addresses the question: “Is inquiry only for bright kids?” He explains that inquiry often requires hypothetical/deductive reasoning and concrete thinkers have difficulty with developing an understanding of abstract concepts so these could be obstacles to inquiry-based learning. Some suggestions for overcoming these obstacles include choosing activities that focus on concrete observable concepts, focusing on questions that can be answered through observation, use materials and situations common to the students, and choose activities that are in line with the students’ skills. This article also focuses on the teacher’s role in inquiry-based learning. Teachers need to believe in the value of having student control of their learning. It gives suggestions on how to guide students through questioning and managing the classroom.
Twenty-First Century Skills
17. The Global Achievement Gap: Why even our best schools don't teach the new survival skills our children need - and what we can do about it.
Wagner, T, (2008). The global achievement gap: Why even our best schools don’t teach the new survival skills our children need – and what we can do about it. New York, NY: Basic Books.
This book discusses the seven survival skills our students need for the 21st century. The seven survival skills include: critical thinking and problem solving, collaboration across networks and leading by influence, agility and adaptability, initiative and entrepreneurship, effective oral and written communication, assessing and analyzing information, and curiosity and imagination. It explains each skill in-depth and offers suggestions for teaching students these 21st century skills. It also explains why it is so important that our students possess these skills.
0/5000
Warner, A., Myers, B. (2008). Thực hiện phương pháp giảng dạy dựa trên yêu cầu thông tin. Sở nông nghiệp giáo dục và thông tin liên lạc Florida dịch vụ mở rộng hợp tác xã. Viện thực phẩm và nông nghiệp khoa học. Đại học Florida. AEC395. Bài viết này cung cấp các nguyên tắc cơ bản và chiến lược cho việc thực hiện phương pháp giảng dạy dựa trên yêu cầu thông tin. Nó cho thấy "vai trò của giáo viên bắt đầu quá trình yêu cầu thông tin, thúc đẩy sinh viên hộp thoại, chuyển tiếp giữa các nhóm nhỏ và thảo luận lớp, can thiệp để rõ ràng quan niệm sai lầm hoặc phát triển học sinh hiểu biết về nội dung tài liệu, mô hình hóa thủ tục khoa học và Thái độ, và sử dụng kinh nghiệm học sinh để tạo ra kiến thức mới nội dung." Giáo viên cần phải quyết định hướng dẫn bao nhiêu cần thiết để đạt các mục tiêu. Yêu cầu thông tin mục tiêu chính là sinh viên tham gia trong quá trình học tập. Hiện có 6 giai đoạn với chu kỳ yêu cầu thông tin: Toà án dị giáo: nói một câu hỏi "cái gì nếu" được điều tra Mua lại: động não có thể thủ tục Giả thuyết: xác định một tuyên bố "Tôi nghĩ rằng" để kiểm tra Thực hiện: thiết kế và thực hiện một kế hoạch Tổng kết: thu thập chứng cứ và rút ra kết luận Triển lãm: chia sẻ và giao tiếp kết quả (Llewellyn, 2002, p13-14) Có hai mô hình: hướng dẫn phát hiện và mô hình 5-E. Hướng dẫn phát hiện liên quan đến giáo viên cung cấp vật liệu bê tông và các câu hỏi và cho phép các sinh viên để khám phá và phát hiện ra các câu trả lời. "Các mô hình 5-E tập trung vào các giai đoạn năm tham gia, thăm dò, giải thích, xây dựng, và đánh giá." Từng bước xây dựng ngày tiếp theo. Nó kết thúc với một ví dụ về một kế hoạch bài học 5-E.14. giáo viên chuyên nghiệp phát triển cho yêu cầu thông dạy họcHofstein, A. (2012). Của giáo viên chuyên nghiệp phát triển cho yêu cầu thông dạy học. Sinh viên học tập tích cực trong khoa học: bộ sưu tập của các giấy tờ từ SALiS trận chung kết Hội nghị. Ngày 29-30 tháng 12 năm 2011. 92-96 Bài viết này thảo luận về những lợi ích của việc sử dụng một cách tiếp cận yêu cầu thông dạy học ở phòng thí nghiệm khoa học. Nó gợi ý thiết kế các hoạt động phòng thí nghiệm cung cấp cơ hội để "đặt câu hỏi, đề nghị giả thuyết, và thiết kế điều tra 'tâm trí trên cũng như bàn tay-về.'" Các giáo viên thiết kế các thí nghiệm dựa trên yêu cầu thông tin phòng thí nghiệm đã trải qua chuyên sâu phát triển chuyên môn để đảm bảo họ hiểu làm thế nào để xây dựng các loại hoạt động. Các giáo viên tham gia vào nghiên cứu này trưng bày những đặc điểm sau: khuyến khích sinh viên nghiên cứu khoa học, hướng dẫn sinh viên trong việc điều tra quá trình bằng cách yêu cầu cao thứ tự câu hỏi, sử dụng đánh giá thay thế phương pháp, phân biệt sinh viên học tập, và sắp xếp thử nghiệm với các khái niệm được dạy trong lớp học. Giáo viên cũng được hỏi câu hỏi của sinh viên mà họ có thể không có câu trả lời cho và các giáo viên cần thiết để sự hiểu biết để thực tế là họ có thể không có tất cả các câu trả lời cho câu hỏi của sinh viên của họ. Các giáo viên theo một mô hình phát triển chuyên môn liên tục (CPD). CPD mô hình hỗ trợ giáo để họ có thể phản ánh và tìm hiểu về làm thế nào mới có thể được phát triển hoặc đúc từ hiện tại lớp học thực hành. Nó liên quan đến giáo viên reshaping niềm tin riêng của họ về giảng dạy học tập. Một khác biệt chính là phương pháp phát triển chuyên môn là cơ hội để phản ánh về anh/cô ấy thực hành của riêng lớp học trong và sau khi thực hiện các kỹ thuật mới. Sự hợp tác với các giáo viên khác cũng tham gia vào các yêu cầu thông dạy học là một khía cạnh quan trọng của phương pháp phát triển chuyên môn.15. yêu cầu thông dựa học tập: Một đổi mới chương trình đào tạo kiểm traMazzulla, J. (2011). Yêu cầu thông dựa học tập: một sự đổi mới chương trình đào tạo kiểm tra. Lấy từ: http://www.mzmazz003.com/uploads/1/4/5/1/14519762 /curriculum_innovation_essay.PDF Bài viết này thảo luận về một sự đổi mới chương trình giảng dạy mà tác giả muốn sử dụng để thay đổi các nền văn hóa của lớp học. Ông cho rằng sự đổi mới phải là một cái gì đó mà vẫn cuốn tiểu thuyết và mới như không để mất quan tâm đến các sinh viên. Ông tin rằng học tập các yêu cầu thông dựa trên có thể là chìa khóa để thay đổi khí hậu trong lớp học. Ông cảm thấy rằng kể từ khi học tập là sinh viên lái xe nó sẽ tiếp tục quan tâm của họ và có thể được phân biệt để đáp ứng nhu cầu của mỗi học sinh. Kể từ khi học sinh có quyền kiểm soát nó sẽ khuyến khích sự tham gia và động lực để thâm nhập sâu hơn vào chủ đề. "Bằng cách cho phép cuộc cải cách phát triển để đáp ứng nhu cầu của cá nhân học, giáo viên, hoặc các lớp học, nó cho phép cuộc cải cách trải qua cải tiến của những người sử dụng nó và được thiết kế để đáp ứng nhu cầu của những người sẽ được giảng dạy bằng cách sử dụng sáng tạo tôn trọng các nền văn hóa mà tồn tại trong các trường học." Tác giả cung cấp một kế hoạch thực hiện để đảm bảo giáo viên có những gì họ cần tại chỗ để thay đổi hướng dẫn.16. một mồi yêu cầu thông tinColburn, A. (2000). Một mồi yêu cầu thông tin. Lĩnh vực khoa học. 42-44. Lấy từ: http://www.experientiallearning.ucdavis.edu/module2/el2-60-primer.pdf Bài viết này thảo luận làm thế nào khoa học giáo dục đã chấp nhận yêu cầu thông dựa trên hướng dẫn. Tác giả đặt ra câu hỏi này sau khi nghe tin về tầm quan trọng của nó từ khoa học giáo dục: "Tại sao không thêm giáo viên sử dụng nó trong các lớp học?" Câu trả lời bao gồm từ sự nhầm lẫn về những gì yêu cầu thông tin là đến khó khăn để quản lý. Ông định nghĩa của yêu cầu thông dựa trên hướng dẫn bao gồm một số phương pháp tiếp cận khác nhau. Trong đó có chu kỳ có cấu trúc, hướng dẫn, mở và học tập. Ông địa chỉ các câu hỏi: "Là yêu cầu thông tin chỉ dành cho trẻ em sáng?" Ông giải thích rằng yêu cầu thông tin thường đòi hỏi phải giả/suy luận và nhà tư tưởng bê tông có khó khăn với phát triển sự hiểu biết về khái niệm trừu tượng để chúng có thể là những trở ngại để yêu cầu thông dạy học. Một số gợi ý để khắc phục những trở ngại bao gồm việc lựa chọn các hoạt động tập trung vào bê tông khái niệm quan sát, tập trung vào câu hỏi mà có thể được trả lời thông qua quan sát, sử dụng vật liệu và tình huống phổ biến cho các sinh viên, và chọn hoạt động có phù hợp với kỹ năng của học sinh. Bài viết này cũng tập trung vào vai trò của giáo viên trong học tập dựa trên yêu cầu thông tin. Giáo viên cần phải tin vào giá trị của việc có học sinh quyền kiểm soát việc học của họ. Nó mang lại cho lời đề nghị về làm thế nào để hướng dẫn học sinh thông qua đặt câu hỏi và quản lý lớp học. Hai mươi đầu thế kỷ kỹ năng17. các khoảng cách thành tựu toàn cầu: Tại sao ngay cả trường học tốt nhất của chúng tôi không dạy kỹ năng sống mới trẻ em của chúng tôi nhu cầu - và những gì chúng tôi có thể làm gì về nó.Wagner, T, (năm 2008). Khoảng cách toàn cầu thành tựu: lý do tại sao ngay cả trường học tốt nhất của chúng tôi không dạy kỹ năng sống mới trẻ em của chúng tôi nhu cầu- và những gì chúng tôi có thể làm gì về nó. New York, NY: Cơ bản sách. Cuốn sách này thảo luận về những kỹ năng sống còn bảy học sinh của chúng tôi cần cho thế kỷ 21. Kỹ năng sống còn bảy bao gồm: tư duy phê phán và vấn đề giải quyết, nghiên cứu khoa học qua mạng và dẫn đầu bởi ảnh hưởng, sự nhanh nhẹn và thích nghi, sáng kiến và tinh thần kinh doanh, giao tiếp hiệu quả bằng miệng và bằng văn, đánh giá và phân tích thông tin, và tò mò và trí tưởng tượng. Nó giải thích từng kỹ năng sâu và cung cấp các đề xuất cho việc giảng dạy học sinh các kỹ năng thế kỷ 21. Nó cũng giải thích tại sao nó quan trọng như vậy mà sinh viên của chúng tôi có các kỹ năng.
đang được dịch, vui lòng đợi..
Warner, A., Myers, B. (2008). Implementing inquiry-based teaching methods. Department of Agricultural Education and Communication Florida Cooperative Extension Service.
Institute of Food and Agricultural Sciences. University of Florida. AEC395.
This article provides basic guidelines and strategies for implementing inquiry-based teaching methods. It suggests “the teacher’s role is starting the inquiry process, promoting student dialog, transitioning between small group and class discussions, intervening to clear misconceptions or develop students’ understanding of content material, modeling scientific procedures and attitudes, and utilizing student experiences to create new content knowledge.” Teachers need to decide how much guidance is needed to accomplish these goals. The main goal inquiry is student engagement during the learning process. There are six stages to the inquiry cycle:
Inquisition: stating a “what if” question to be investigated
Acquisition: brainstorming possible procedures
Supposition: identifying an “I think” statement to test
Implementation: designing and carrying out a plan
Summation: collecting evidence and drawing conclusions
Exhibition: sharing and communicating the results (Llewellyn, 2002, p13-14)
There are two models: Guided Discovery and The 5-E Model. Guided Discovery involves teachers providing the concrete materials and questions and allowing the students to explore and discover the answers. “The 5-E model focuses on the five phases of engagement, exploration, explanation, elaboration, and evaluation.” Each step builds on the next. It concludes with an example of a 5-E lesson plan.
14. Teacher’s Professional Development for Inquiry-Based Learning
Hofstein, A. (2012). Teacher’s professional development for inquiry-based learning. Student Active Learning in Science: Collection of papers from SALiS Final
Conference. August 29-30, 2012. 92-96
This article discussed the benefits of using an inquiry-based learning approach in the science lab. It suggested designing laboratory activities that provide opportunities to “ask questions, suggest hypothesis, and design investigations ‘minds-on as well as hands-on.’” The teachers designing these inquiry-based laboratory experiments underwent intensive professional development to ensure they understood how to construct these types of activities. The teachers involved in this study exhibited the following characteristics: encouraged student collaboration, guide students in inquiry process by asking higher order questions, use alternative assessment methods, differentiate student learning, and align the experiment with concepts taught in the class. Teachers were also asked questions by students that they may not have the answer to and the teachers needed to be understanding to the fact that they may not have all the answers to the questions asked by their students. The teachers followed a continuous professional development (CPD) model. The CPD model supports teachers so they can reflect and learn about how new practices can be evolved or molded from existing classroom practice. It involves the teacher reshaping their own beliefs about teaching learning. One main difference is this method of professional development is the opportunities to reflect on his/her own classroom practices during and after implementation of the new technique. The collaboration with other teachers also engaging in inquiry-based learning is another important aspect of this method of professional development.
15. Inquiry Based Learning: A Curriculum Innovation Examined
Mazzulla, J. (2011). Inquiry based learning: A curriculum innovation examined. Retrieved from: http://www.mzmazz003.com/uploads/1/4/5/1/14519762
/curriculum_innovation_essay.pdf
This article discusses a curriculum innovation that the author would like to use to change the culture of the classroom. He suggests that the innovation needs to be something that stays novel and new as not to lose the students’ interest. He believes that inquiry based learning may be the key to changing the classroom climate. He feels that since the learning is student driven it will keep their interest and can be differentiated to meet each student’s needs. Since students have control it will encourage engagement and motivation to dig deeper into the topic. “By allowing an innovation to evolve to meet the needs of the individual school, teacher, or class, it permits an innovation to undergo improvement by those who use it and be tailored to meet the needs of those who will be taught using the innovation respecting the culture that exists in the school.” The author provides a plan for implementation to ensure teachers have what they need in place to change instruction.
16. An Inquiry Primer
Colburn, A. (2000). An inquiry primer. Science Scope. 42-44. Retrieved from: http://www.experientiallearning.ucdavis.edu/module2/el2-60-primer.pdf
This article discussed how science education has embraced inquiry-based instruction. The author poses this question after hearing of its importance from science educators: “Why aren’t more teachers using it in their classrooms?” The answers ranged from confusion over what inquiry is to difficult to manage. His definition of inquiry-based instruction covers several different approaches. These include structured, guided, open, and learning cycle. He addresses the question: “Is inquiry only for bright kids?” He explains that inquiry often requires hypothetical/deductive reasoning and concrete thinkers have difficulty with developing an understanding of abstract concepts so these could be obstacles to inquiry-based learning. Some suggestions for overcoming these obstacles include choosing activities that focus on concrete observable concepts, focusing on questions that can be answered through observation, use materials and situations common to the students, and choose activities that are in line with the students’ skills. This article also focuses on the teacher’s role in inquiry-based learning. Teachers need to believe in the value of having student control of their learning. It gives suggestions on how to guide students through questioning and managing the classroom.
Twenty-First Century Skills
17. The Global Achievement Gap: Why even our best schools don't teach the new survival skills our children need - and what we can do about it.
Wagner, T, (2008). The global achievement gap: Why even our best schools don’t teach the new survival skills our children need – and what we can do about it. New York, NY: Basic Books.
This book discusses the seven survival skills our students need for the 21st century. The seven survival skills include: critical thinking and problem solving, collaboration across networks and leading by influence, agility and adaptability, initiative and entrepreneurship, effective oral and written communication, assessing and analyzing information, and curiosity and imagination. It explains each skill in-depth and offers suggestions for teaching students these 21st century skills. It also explains why it is so important that our students possess these skills.
Institute of Food and Agricultural Sciences. University of Florida. AEC395.
This article provides basic guidelines and strategies for implementing inquiry-based teaching methods. It suggests “the teacher’s role is starting the inquiry process, promoting student dialog, transitioning between small group and class discussions, intervening to clear misconceptions or develop students’ understanding of content material, modeling scientific procedures and attitudes, and utilizing student experiences to create new content knowledge.” Teachers need to decide how much guidance is needed to accomplish these goals. The main goal inquiry is student engagement during the learning process. There are six stages to the inquiry cycle:
Inquisition: stating a “what if” question to be investigated
Acquisition: brainstorming possible procedures
Supposition: identifying an “I think” statement to test
Implementation: designing and carrying out a plan
Summation: collecting evidence and drawing conclusions
Exhibition: sharing and communicating the results (Llewellyn, 2002, p13-14)
There are two models: Guided Discovery and The 5-E Model. Guided Discovery involves teachers providing the concrete materials and questions and allowing the students to explore and discover the answers. “The 5-E model focuses on the five phases of engagement, exploration, explanation, elaboration, and evaluation.” Each step builds on the next. It concludes with an example of a 5-E lesson plan.
14. Teacher’s Professional Development for Inquiry-Based Learning
Hofstein, A. (2012). Teacher’s professional development for inquiry-based learning. Student Active Learning in Science: Collection of papers from SALiS Final
Conference. August 29-30, 2012. 92-96
This article discussed the benefits of using an inquiry-based learning approach in the science lab. It suggested designing laboratory activities that provide opportunities to “ask questions, suggest hypothesis, and design investigations ‘minds-on as well as hands-on.’” The teachers designing these inquiry-based laboratory experiments underwent intensive professional development to ensure they understood how to construct these types of activities. The teachers involved in this study exhibited the following characteristics: encouraged student collaboration, guide students in inquiry process by asking higher order questions, use alternative assessment methods, differentiate student learning, and align the experiment with concepts taught in the class. Teachers were also asked questions by students that they may not have the answer to and the teachers needed to be understanding to the fact that they may not have all the answers to the questions asked by their students. The teachers followed a continuous professional development (CPD) model. The CPD model supports teachers so they can reflect and learn about how new practices can be evolved or molded from existing classroom practice. It involves the teacher reshaping their own beliefs about teaching learning. One main difference is this method of professional development is the opportunities to reflect on his/her own classroom practices during and after implementation of the new technique. The collaboration with other teachers also engaging in inquiry-based learning is another important aspect of this method of professional development.
15. Inquiry Based Learning: A Curriculum Innovation Examined
Mazzulla, J. (2011). Inquiry based learning: A curriculum innovation examined. Retrieved from: http://www.mzmazz003.com/uploads/1/4/5/1/14519762
/curriculum_innovation_essay.pdf
This article discusses a curriculum innovation that the author would like to use to change the culture of the classroom. He suggests that the innovation needs to be something that stays novel and new as not to lose the students’ interest. He believes that inquiry based learning may be the key to changing the classroom climate. He feels that since the learning is student driven it will keep their interest and can be differentiated to meet each student’s needs. Since students have control it will encourage engagement and motivation to dig deeper into the topic. “By allowing an innovation to evolve to meet the needs of the individual school, teacher, or class, it permits an innovation to undergo improvement by those who use it and be tailored to meet the needs of those who will be taught using the innovation respecting the culture that exists in the school.” The author provides a plan for implementation to ensure teachers have what they need in place to change instruction.
16. An Inquiry Primer
Colburn, A. (2000). An inquiry primer. Science Scope. 42-44. Retrieved from: http://www.experientiallearning.ucdavis.edu/module2/el2-60-primer.pdf
This article discussed how science education has embraced inquiry-based instruction. The author poses this question after hearing of its importance from science educators: “Why aren’t more teachers using it in their classrooms?” The answers ranged from confusion over what inquiry is to difficult to manage. His definition of inquiry-based instruction covers several different approaches. These include structured, guided, open, and learning cycle. He addresses the question: “Is inquiry only for bright kids?” He explains that inquiry often requires hypothetical/deductive reasoning and concrete thinkers have difficulty with developing an understanding of abstract concepts so these could be obstacles to inquiry-based learning. Some suggestions for overcoming these obstacles include choosing activities that focus on concrete observable concepts, focusing on questions that can be answered through observation, use materials and situations common to the students, and choose activities that are in line with the students’ skills. This article also focuses on the teacher’s role in inquiry-based learning. Teachers need to believe in the value of having student control of their learning. It gives suggestions on how to guide students through questioning and managing the classroom.
Twenty-First Century Skills
17. The Global Achievement Gap: Why even our best schools don't teach the new survival skills our children need - and what we can do about it.
Wagner, T, (2008). The global achievement gap: Why even our best schools don’t teach the new survival skills our children need – and what we can do about it. New York, NY: Basic Books.
This book discusses the seven survival skills our students need for the 21st century. The seven survival skills include: critical thinking and problem solving, collaboration across networks and leading by influence, agility and adaptability, initiative and entrepreneurship, effective oral and written communication, assessing and analyzing information, and curiosity and imagination. It explains each skill in-depth and offers suggestions for teaching students these 21st century skills. It also explains why it is so important that our students possess these skills.
đang được dịch, vui lòng đợi..
Các ngôn ngữ khác
Hỗ trợ công cụ dịch thuật: Albania, Amharic, Anh, Armenia, Azerbaijan, Ba Lan, Ba Tư, Bantu, Basque, Belarus, Bengal, Bosnia, Bulgaria, Bồ Đào Nha, Catalan, Cebuano, Chichewa, Corsi, Creole (Haiti), Croatia, Do Thái, Estonia, Filipino, Frisia, Gael Scotland, Galicia, George, Gujarat, Hausa, Hawaii, Hindi, Hmong, Hungary, Hy Lạp, Hà Lan, Hà Lan (Nam Phi), Hàn, Iceland, Igbo, Ireland, Java, Kannada, Kazakh, Khmer, Kinyarwanda, Klingon, Kurd, Kyrgyz, Latinh, Latvia, Litva, Luxembourg, Lào, Macedonia, Malagasy, Malayalam, Malta, Maori, Marathi, Myanmar, Mã Lai, Mông Cổ, Na Uy, Nepal, Nga, Nhật, Odia (Oriya), Pashto, Pháp, Phát hiện ngôn ngữ, Phần Lan, Punjab, Quốc tế ngữ, Rumani, Samoa, Serbia, Sesotho, Shona, Sindhi, Sinhala, Slovak, Slovenia, Somali, Sunda, Swahili, Séc, Tajik, Tamil, Tatar, Telugu, Thái, Thổ Nhĩ Kỳ, Thụy Điển, Tiếng Indonesia, Tiếng Ý, Trung, Trung (Phồn thể), Turkmen, Tây Ban Nha, Ukraina, Urdu, Uyghur, Uzbek, Việt, Xứ Wales, Yiddish, Yoruba, Zulu, Đan Mạch, Đức, Ả Rập, dịch ngôn ngữ.
- True answer
- tôi kiếm được nhiều tiền
- nhưng 1 thời gian dài không chơi nên sắp
- bộ luật này nghĩa là gì?
- Bạn làm tôi cảm thấy buồn. Tôi đã và đan
- tàu của bạn cập bến ở bến cảng n
- everything
- bạn đã làm việc với người nước ng
- Heart beats fastColors and promisesHow t
- In June 2007, all that changed. Ain atte
- sở thích khá đặc biệt
- She did not aadvocate for herself or mak
- Căng thẳng
- 최근 3개원까지 내역 확인이 가능합니다
- một sở thích khá đặc biệt
- one
- There was a disaster brewing — it just w
- tại sao bạn lại chọn đi tàu?
- 최근 3개원 까지 내역 확인이 가능합니다
- tại sao bạn lại chọn đi tàu?
- bài học của chúng ta kết thúc ở đây
- mọi ở đây rất thân thiện
- don't stress me, you can impress me
- tôi muốn cải thiện cuộc sống
