Inquiry Learning Experience

Students observe and record some of the structures of a crustacean, the crayfish, and compare it to other organisms. They establish a feeding and maintenance schedule for the organisms. Students investigate crayfish behavior and map where the crayfish spend time within their habitat. Through readings, organism cards, and a video, students learn about adaptations of organisms in different environments. Students engage in an outdoor simulation activity to explore food chains.

2. My actual score had me ranging from high to low - Initiator (thirteen), Encourager (eight), Gatekeeper and Summarizer (seven), and Harmonizer (six).

Pre-assessment: Ask students to tell you what they know about the life cycle of butterflies. After brainstorming, categorize the different ideas by the students. Highlight the main categories and ideas that emerged during the

The process skills approach to teaching is defined as the educator helping children develop science skills and processes to confidently undertake their own investigations (Campbell, 2012). These skills are developed through: communicating, science language, asking questions, making sense of phenomena, predicting, modelling, conducting investigations, planning, testing, observing, reasoning, and drawing conclusions of science concepts (Campbell, 2012). When the educator assist children’s learning, it is important to put the emphasis on the nature of science and scientific concepts. Guided discovery approach to teaching requires the educator to ask effective questions that encourage children to explore and extend their investigations throughout science learning (Campbell, 2012). This can be developed through play experiences as children explore their world around them. An interactive approach to teaching children is based on questions that lead explorations and the educators to provide essential resources to guide these explorations (Campbell, 2012). It is the educators’ responsibility to support children’s development, ideas, questions, ways of thinking, and develop scientific thinking. Furthermore, an inquiry approach to teaching relates to children investigating the answers to their own

Science is something that is not too much a part of the curriculum for this preschool classroom. I happened to be observing while they are watching caterpillars turn into butterflies. The first thing the teachers do is to explain the life cycle of a caterpillar turning into a butterfly, and then they read the book The Hungry Caterpillar. This book has vivid illustrations and really breaks down the life cycle of a butterfly. Students are asked questions and as questions along the way to ensure they understand the text and to clarify anything that they do not understand. Once the book is over, students are asked if they have any questions. Some do, but the main question was “Can we see the caterpillars now!”

As students enter their second grade year it is crucial that they investigate the world around them. Part of that investigation involves learning about the basic life cycles of the animals that they commonly interact with. This paper will cover basic background information about animal life cycles that is necessary to teach this standard to a second grade audience. It will also outline specific strategies for teaching this content to second graders and support of why these strategies are effective.

As a volunteer at the YMCA, I was able to revamp my communication skills through brainstorming ideas within the organization. In the time period of 1 year and 8 months, I aided key components of the organization such as the aquatics department and lifesaving programs. One of the major learning outcomes that I gained from this experience was the importance of being a team player. Working alongside fellow volunteers gave me the opportunity to learn about succeeding as one working unit. It became clear that giving feedback, aiding one another and setting a good example was crucial in order to progress. Under our strategic plan we worked towards making connections: connecting people,connecting with the youth and connecting with the community.

Reflection is thought by linking recent experience with early experience to promote more complex and interrelated mental models or patterns. The thinking involves looking for commonalities, differences, and interrelations beyond their superficial elements. The goal is to develop higher order thinking skills.

Educators and scholars draw upon data from many sources and on different subjects to illuminate current issues and trends in educational institutions. These subjects may include data from demography, health, education, culture and environment as well as government institutions and national databases. Educators and scholars use various research methods to collect, analyse and critique their findings to support or refute the topic of inquiry they are undertaking. Many researchers will commonly use the published data of others in the same manor to reinforce/support or counter argue their standing in a subject area.

Nate, as your learning journey continued through out the year I saw you use processes such as exploration, collaboration and problem solving across all aspects of our curriculum. I was able to develop an understanding of you as your way of deeper learning became clear. I understand that you like to explore the world you live in through hands on experiences that develop your problem solving skills like the way you worked out how to role the tyre down the hill, or how your were able to represent your way of thinking by creating patterns with the loose parts. Nate you continued to develop your dispositions for learning through trial and error, like when you worked out how to connect and disconnect the Lego bricks or when you used the hammer and nails. Through out the year I was also able to see you develop dispositions for creativity as you were involved in many opportunities that allowed you to express meaning through various forms of art. Towards the end of the year I was amazed by your ability to cut paper. Nate, next year you will have amazing opportunities that will strengthen your problem solving, inquiry, experimentation and investigative skills. These opportunities will continue to build up your cognitive skills as well as your confidence.

* Inquiry-based instruction is a student-centered and teacher-guided instructional approach that engages students in investigating real world questions that they choose within a broad thematic framework.

As the semester is coming to an end, I reflect upon the last several weeks of learning. Was my time in the classroom a productive learning experience? How can I use the last few weeks of internship to strengthen my teaching skills? Finally, how does positive academic notes effect the students as well as my perspective as a teacher? As I think about my time in the classroom, I can make positive changes in my life as well as in the life of my students when I am willing to change.

FINALLY! All classes taught (the Summer Reading Program for Freshman Struggling Readers for the high school and Intro to Speech for the community college) and taken (Online Learning training courses) are completed. I can rest my mind for three whole days before Speech Camp begins; this summer is flying too fast. This summer has been one of reflection and growth as I approach the start of my 10th year of teaching while challenging me to seek balance as a mom and educator. Since online learning has been such a focus this summer, I sincerely approached this relatively uncharted territory with some reservations, seeking to find the differences between traditional and online learning. My reservation lay mostly in the subjects I teach, communication and humanities, which rely on face-to-face interaction and nonverbal communication. As the summer continued and I engaged with more instructors at various levels of teaching/experience with online learning also in these fields, I was encouraged, surprised, and eager to overcome the minor barriers to some day provide positive and growing experiences for students in this academic area.

I believe that true learning requires much more than simply listening to a lecture, reading from a book, or watching a video. While these all may be involved in the process of learning, hands-on experience and a real desire for knowledge of the subject are needed to truly learn.

The next activity in zoology is Terminology cards (Identifying parts of the animals). The materials for this activities are a set of control cards which the parts of the body of a particular animal is highlighted in red and the names of the parts are written on them. The next setof cards are picture cards same as control cards but unnamed and the name tags. There are two cards non-highlighted pictures of a particular animal. This activity also has two presentation one for non-reading child and the other one for reading child. For the non-reading child the teacher will place the non-highlighted pictures of an animal, for e.g. Elephant the control card near the child and she will discuss about elephant. Then she will give any of the highlighted picture of an elephant say for e.g. the head and she will ask , “Do you know what part is this? If the child knows he will tell, if the child doesn’t know teacher will tell the name of the part, “Head”. Like wise the child will be discuss each part of an elephant. Then the teacher will gives the picture cards to match with the control cards. For reading child she does the same way as non-reading child, she gives the name tags and have the child read and place it under the correct card. When the child finishes she gives the control cards and ask the child to checks her work. After working with this materials the child will knows the parts of the animals, his vocabulary increase, it develop awareness of similarities