What perspectives did the 3 new research articles offer?
One theme that stood out among all three articles is how, at its core, Inquiry-based teaching (IBT) encourages students to develop thoughtful questions where they can make sense of things. It requires that students generate questions and use materials to help develop their problem-solving skills. Students should be encouraged to share their ideas in a safe environment. They should read the works of others and connect their own ideas and try out new ideas Another big theme was the necessity of students engaging in communication and collaborating within small group activities centered around open-ended activities where students respond to meaningful prompts. Another common them in these articles is that teachers were initially uncomfortable teaching with inquiry-based instruction, and required support to implement IBT into their classrooms. There needs to be a shift where teachers feel capable of effectively managing classrooms where this type of learning takes place. This is the shift I am working to make! How do they inform your study and methodology? One article stated that teachers should be conscientious facilitators who value the work of students, and should see students as important and necessary collaborators (Magee, Paula & Flessner, Ryan, 2012). This shapes part of my methodology in relation to inquiry and a positive math mindset. I will be facilitating opportunities to cultivate a positive math mindset and to have student-centered, inquiry-based methodologies during math instruction. Another important aspect of my study will be providing reflection and feedback for my students. These powerful tools will help my students grow in inquiry and math mindset. This could be both formal and informal. For example, having a student identify what level a question is, and then providing feedback to that student will be a quick and meaningful way to grow them in the area of questioning. I liked the idea from one research article where discussion takes place before the actual math lesson begins in the classroom. This would include discussing what math mindset we will begin the lesson with, and questions to begin the inquiry process once the lesson begins. How do they relate to your driving question? One statement stood out that clearly relates to my driving question: “In high-quality teaching, the process of inquiry, not merely "giving instruction," is the very heart of what teachers do. Inquiry not only tests what students know, it presses students to put what they know to the test. It uses "hands on" approaches to learning, in which students participate in activities, exercises, and real-life situations to both learn and apply lesson content. It teaches students not only what to learn but how to learn.” (Stonewater, J.K., 2005) This statement clearly defines what I am seeking to do with inquiry and cultivating a positive math mindset in the classroom. It will be important to model both inquiry and a positive math mindset. This means engaging the class in exploring, deciding on appropriate questions, and modeling ways to answer those questions. It will also require me to be a facilitator where I help students connect the mathematical content and their steps in inquiry. Magee, P. A., & Flessner, R. (2012). Collaborating to Improve Inquiry-Based Teaching in Elementary Science and Mathematics Methods Courses. Science Education International, 23(4), 353–365. Retrieved from http://0-search.ebscohost.com.library.touro.edu/login.aspx?direct=true&db=eric&AN=EJ1001629&site=ehost-live Stonewater, J. K. (2005). Inquiry teaching and learning: the best math class study. School Science and Mathematics, 105(1), 36+. Retrieved from http://0-link.galegroup.com.library.touro.edu/apps/doc/A126932535/PROF?u=nysl_me_touro&sid=PROF&xid=c2e099f4
1 Comment
Julie
10/28/2018 10:32:01 pm
Jennifer I support the ideas in these article creating opportunities for discovery is really important. I was driving home from dropping my daughter back to college and I was listening to Brain Rules. I was listening to the section on exploration and he talked a lot about curiosity and how that is how we really like to learn by exploring and being curious.
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