Planning And Managing Inquiry Instruction Essay

What were the objectives of this lesson? How well do you think your students understood the overall purpose and relevance of the lesson? (APS 4.A–C)

3. Linder, Cedric J. "Understanding Sound: So What Is the Problem?" Physics Education 27.5 (1992): 258-64. Web.

Plan the activities, commencing with a starter for the whole class to familiarise with the topic and finding what they already know about it. Then following with an introduction of the subject and and activity for the whole class, then asking questions and develop the topic, maybe in small groups, for a longer period of

Select four songs, finger plays, word games or poems that you can use to promote phonological awareness. Describe the strategies to promote phonological awareness among children whose home language is other than English.

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

I elicited and built upon student’s response to promote thinking and develop understanding of science concepts through questioning to get student think critically about what they did at each station and how it fit together what we see happen outside the classroom. it can be seen in the video clip 2 lesson 4 minute , it can been seen in the video that students are actively engaged in answering questions and are willing to give their insight into situation. In video clip 1 The students watch a video about the chemistry of carbon. and while the students watched the video there were a list of the question that each students need to answer it, and one of these questions was asking about “what the protein are made off “This provided students

National Center for Education Statistics which is part of the United States’ DOE Institute of Education Sciences that collects, analyzes, and publishes statistics in education. (NCES, n. d.)

Justification: In Activity 1 it gave teachers questions to ask students to further their understanding.

To begin the planning, teaching and assessment process, it must start with discovering what children know and understand, this can be done through assessment and, therefore, is where to initiate the cycle according to Webster (2009). However, some practitioners start the cycle by planning for lessons based on the curriculum content of the previous year (Fisher, 2013). The practitioner may then start teaching according to the predicted lack or extended knowledge, and, therefore, confuse and fail to progress their learning stated by Fisher (2013). An example of this would be presuming that the children had completed and felt confident in using halves and quarters, and, therefore, starting an activity on writing fractions or using bigger fractions. Completing an activity like the example would only cause more confusion and could end up being a more difficult task than it had originally begun. Therefore teachers should start with assessment, and plans should remain flexible until the information of all the learners is collected (Fisher, 2013). One way of assessing children is through formative assessment, this is by obtaining information within a teaching unit that is then adjusted for future educational scenarios (Antoniou and James, 2014). Formative assessment can help to identify both weaknesses, strengths and help enhance the student’s motivation (Yan and Cheng, 2015).

One lesson in particular helped me because it showed me that an open cabinet will have the sound waves bounce off the walls and exit through the opening and produce a louder nose than a closed cabinet. Another lesson we did as a class that helped me was the tour around

3. Students will demonstrate the ability to recognize the absence or presence of acoustical beats.

The ability to question, be curious, and inquire is hardwired into the human brain. Everyone is born with the need and capacity to inquire. The inquiry process is open-ended, explores information, and helps gather evidence in order to construct a valid conclusion as well as to gain knowledge. The process of inquiry is an effective way to attain necessary knowledge and understanding of a question or problem. Undoubtedly, the inquiry process is a strong foundation upon which you can begin a successful career, maintain a healthy lifestyle, gain knowledge, as well as valuable experiences.

They are given several minutes to explore. Students must find a desirable question to research and conduct the experiment based on their observations.

This science lesson Mrs.Coan started with asking students if they played any musical instruments. These questions served as an engaging strategy to direct students’ attention on the thinking about the sound and the ways the sound travels. One of the students shared that he was learning to play piano. So right away Mrs. Coan’s question was: “What do you think affects the sound that is coming out of the piano?” Another child shared that he knew how to play guitar. With the series of questions Mrs. Coan guided children to the fact that length and strength of the sound depended on the size of the instruments, vibration and strength we would be approaching the strings or keys. Next, she announced that they were about to evaluate the sound that was coming out from the two different tuning forks (big and small). After this, the teacher used the question to check the existing schema of the students and ask who could help her with the definition of hypotheses. Then, with the help of the students, she wrote down the hypothesis on the board about the length and strength of the sound generated by the big fork. So we can see here how visual strategy was incorporated into the lesson.

For my DCL 1 assignment, I failed to interpret what was needed to be done to improve my teaching practises. I realised the frustration of my students when they were unable to understand assignments and assessments that we took for granted that the students should know for themselves. Instead of identifying the changes needed for digital and collaborative innovations, I videoed a class and demonstrated my teaching practises that did not reflect on issues and problems faced by me or my students in their learning. I needed to shift my focus from being a traditional teacher to student-centered inquiry learning. There was a provision for me to rectify my DCL 1 assignment and do a resubmission, but I chose to reflect this in my second assignment since the weighting for assignment 1 was only 10%.