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COLETTE DRYDEN (CDRYDEN@richlandone.org
Tue Jul 15 2003 - 11:01:02 EDT
Next message: ROBERT DUNLAP: "Re: [Teacher-talkinquiry] re: reflection on first session"
I think the trick is to become an expert questioner and teach your kids how to formulate good questions. What grade do you teach? Depending on the grade level, you may want to include some mini-lessons on "fat" vs. "skinny" questions. Fat questions have meat to them, are open-ended, and typically begin with words like why do you think, etc. Skinny ones are more specific and have correct answers. Learning to question kids in a manner that promotes their thinking - and not giving the answers - seems to help. Am I making sense?
Elementary Science & Math Specialist
Richland School District One
Office of Curriculum & Standards
Waverly Administration Center
1225 Oak Street
Columbia, SC 29204
>>> Blesll@aol.com 07/15/03 10:14AM >>>
I am probably sending this into the void...(I am watching the series on tape
and am joining this discussion several months late as a result, hopefully
there are others out there...)
The question that is most pressing for me (in terms of doing inquiry based
science) is how to guide my students to make meaning of their experiences. I
have been doing inquiry based science in my classroom since I started teaching,
I am much more interested and comfortable with facilitating investigations
than with lecturing. My problem is with the discussion/reflection component of
the process. I often feel that students become bored with discussion, that
they would much prefer to follow directions and to be given the answers when we
are finished. I think their reactions are tied in to my inability to motivate
them properly-they do not feel the effort involved in puzzling things out is
wirth the effort. If any one is out there???
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