Video AnalysisVideo Analysis
Inquiry-based Teaching
Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009
Essential Features ofClassroom Inquiry andtheir VariationsEssential Features ofClassroom Inquiry andtheir Variations
Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009
Essential Features of Classroom InquiryEssential Features of Classroom Inquiry
1. Learner
engages in scientificallyoriented questions
A. Learner engages in questionprovided by teacher, materials, orother source
B. Learner sharpens or clarifiesquestion provided by teacher,materials, or other source
C. Learner selects among questions,poses new questions
D. Learner poses a question
2. Learner givespriority to evidence inresponding toquestions
A. Learner given data and told how toanalyze
B. Learner given data and asked toanalyze
C. Learner directed to collect certaindata
D. Learner determines whatconstitutes evidence and collects it
3. Learner formulatesexplanations from evidence
A. Learner provided with evidence
B. Learner given possible ways to useevidence to formulate explanation
C. Learner guided in process offormulating explanations fromevidence
D. Learner formulates explanationafter summarizing evidence
4. Learner connectsexplanations toscientificknowledge
A. Learner given all connections
B. Learner given possible connections
C. Learner directed toward areas andsources of scientific knowledge
D. Learner independently examinesother resources and forms the links toexplanations
5. Learnercommunicates andjustifies explanations
A. Learner given steps andprocedures for communication
B. Learner provided broad guidelinesto use sharpen communication
C. Learner coached in development ofcommunication
D. Learner forms reasonable andlogical argument to communicateexplanations
Less…………………..Learner Self-Direction……………..More
More……..…Direction from Teacher or Material…………..Less
Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009
Video Observation SheetVideo Observation Sheet
What were thestudents doing?
What was theteacher doing?
What was thepurpose of theactivity?
Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009
Teaching High School Science~ The Physics of Optics ~Teaching High School Science~ The Physics of Optics ~
What do I know aboutvision?
Focusing an imageusing an overheadprojector
Making an imagewith a candle, lens,and piece of paper
Deriving equation for a lens
Collecting experimentaldata
Graphing data to determineequation
Designing a human eye
Presenting poster of eye
Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009
Video Segment 1:Making an image with a candle, lens, and piece of paperVideo Segment 1:Making an image with a candle, lens, and piece of paper
What were the studentsdoing?
What was the teacherdoing?
What was the purpose ofthe activity?
Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009
Teaching High School Science~ The Physics of Optics ~Teaching High School Science~ The Physics of Optics ~
What do I know aboutvision?
Focusing an imageusing an overheadprojector
Making an imagewith a candle, lens,and piece of paper
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Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009
Video Segment 2: Collecting experimental dataVideo Segment 2: Collecting experimental data
What were the studentsdoing?
What was the teacherdoing?
What was the purpose ofthe activity?
Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009
Teaching High School Science~ The Physics of Optics ~Teaching High School Science~ The Physics of Optics ~
What do I know aboutvision?
Focusing an imageusing an overheadprojector
Making an imagewith a candle, lens,and piece of paper
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Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009
Video Segment 3: Designing a human eyeVideo Segment 3: Designing a human eye
What were the studentsdoing?
What was the teacherdoing?
What was the purpose ofthe activity?
Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009
Essential Features of Classroom InquiryEssential Features of Classroom Inquiry
1. Learner
engages in scientificallyoriented questions
A. Learner engages in questionprovided by teacher, materials, orother source
B. Learner sharpens or clarifiesquestion provided by teacher,materials, or other source
C. Learner selects among questions,poses new questions
D. Learner poses a question
2. Learner givespriority to evidence inresponding toquestions
A. Learner given data and told how toanalyze
B. Learner given data and asked toanalyze
C. Learner directed to collect certaindata
D. Learner determines whatconstitutes evidence and collects it
3. Learner formulatesexplanations from evidence
A. Learner provided with evidence
B. Learner given possible ways to useevidence to formulate explanation
C. Learner guided in process offormulating explanations fromevidence
D. Learner formulates explanationafter summarizing evidence
4. Learner connectsexplanations toscientificknowledge
A. Learner given all connections
B. Learner given possible connections
C. Learner directed toward areas andsources of scientific knowledge
D. Learner independently examinesother resources and forms the links toexplanations
5. Learnercommunicates andjustifies explanations
A. Learner given steps and proceduresfor communication
B. Learner provided broad guidelinesto use sharpen communication
C. Learner coached in development ofcommunication
D. Learner forms reasonable andlogical argument to communicateexplanations
Less…………………..Learner Self-Direction……………..More
More……..…Direction from Teacher or Material…………..Less
Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009
Inquiry-Based TeachingInquiry-Based Teaching
How would you interpret our analysis of thevideo segments on the inquiry continuum?
Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009
Inquiry-Based TeachingInquiry-Based Teaching
How well do the video images match yourperceptions of inquiry in the classroom?
Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009
DebriefDebrief
What is your “Take-home” message from ouranalysis of the video segments?
Math & Science Collaborative, Science Teacher Leader Academy, Year 1, 2008-2009
Teaching Strategies for InquiryTeaching Strategies for Inquiry
Teaching strategies for inquiry include:
• focusing and supporting inquiries while interacting with students,
• orchestrating discourse among students about scientific ideas,
• encouraging and modeling the skills of scientific inquiry,
• encouraging and modeling curiosity about science,
• encouraging and modeling openness to new ideas and data,
• encouraging and modeling legitimate skepticism about
scientific ideas and evidence.