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Questionnaire on Classroom Questions Jose Campillo

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Strategy 3: Circular Response (Eduard Lindeman)
I am going to use this strategy in order to evaluate students’ previous knowledge on

the topic.
I will ask them What do you know about changes in the state of matter?

I will give them a couple of minutes to put their ideas in order and make them talk one after the other, probably the last students will get ideas from the firsts and will elaborate from the others explanation a more complete ones.

Strategy 6: Structured Silence
I think I will use this strategy but instead of doing it every 15 minutes I would like to

use it in most of my lessons as the way to end a lesson for reflection.

I will ask them about something new they have learn and ask other students to read it and try to explain that themselves, if they are not able I will ask the student who wrote that note to explain that to the reading student.

Strategy 7: Rotating Stations

I will use this strategy in order to work on peer evaluation. I will ask students to work on some assignment in groups. They will need to explain the features of a house related to the different types of heat transfer. The other groups will later on take a look on their classmates work and formulate questions or give suggestions in order to improve their work.

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Self assessment as inquiry based teacher

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Self assessment as inquiry based teacher

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Rubric for Inquiry Based Teacher Jose Campillo

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‘wrong’ question

A wrong question is a question that can be solved by looking at the textbooks.

Attention-focusing questions

This kind of questions are starters; we can use them to activate previous knowledge and they help students to center before to start talking about a certain topic.

Measuring and counting questions

It helps the students to measure a certain phenomenon and open the window to comparison questions.

Comparison questions

When we ask to compare things, student will start to produce higher order thinking, by classifying and comparing different characteristics students will start to ask themselves questions that will guide them into new knowledge.

Action questions

This questions help to move into doing something, we will use ̈what happens if...? ̈ and will make students to make a prediction and test it, this is something really used in the scientific method when it comes to make a hypothesis and test it afterwards.

Problem-posing questions

This kind of questions help to assess and guide the learning. By asking ̈can you find a way... ̈ we will make sure that they understand all the content and that are able to come up with creative solutions to solve a specific situation. We will need to predict the possible answer in advance in order to guide their exploration. If the students are not able to find a solution it means that some ideas are not clear enough and should be reviewed.

Teachers’ how and why questions

These questions are dangerous as students can expect to have to give a right answer and this can intimidate them. These questions shouldn’t be meant to be answered in a single way and they should lead into discussions and to get students to be able to draw conclusions on their own. We, as teachers, can improve them by introducing ̈why do you think...? ̈ rather than just ̈why...? ̈ this helps improving children confidence.

Children’s how and why questions

These questions coming from the students are often approached by giving an answer that doesn’t necessarily need to be the right answer. We should avoid that kind of

answer and use them as guidance for the learning and in case of not knowing the answer the best is to admit it.

Teachers’ explanations

Sometimes questions guide into materials that are not planned to be taught for several reasons (resources, time,...). By acknowledging students interest we can guide them into certain information that students can learn on their own.

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For me inquiry means that the student is in the center of the learning process and the teacher is just a guide to help him to develop his own questions and later to answer them looking at different perspectives.

The perspective that I feel identified the most is: "The inquiry is a dynamic learning approach that involves exploring the world, asking questions, making discoveries and rigorously testing those discoveries in the search for new knowledge. However, inquiry is a difficult concept to define. It is complex, multifaceted and it looks different in different classrooms and contexts. " I believe that this perspective has a very scientific approach which I like. I would make a relationship among this inquiry process with the scientific method that I teach to students.

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I believe it is really challenging to implement a concept-based curriculum or at least this is the experience that we are having at my school. As any teacher at my school had any previous experience with a concept-based curriculum to move from teaching based in facts to the one based in concept is being a long process where I feel we still have a lot of work to do. The first thing that I will point is that even we can believe in the benefits of teaching concepts and letting students lead the learning towards the facts, putting this into practice is complicated and teachers trend to return to their comfort zone of facts where teacher leads the learning experience. Same as I believe is a challenge for teachers it is as well as challenge for students as they are not used to have freedom previously and can make them lost at the beginning and as well for parents as they were taught with facts and won’t necessarily see the benefits of moving to a concept-based curriculum.

Another difficult thing to implement is to open opportunities for teacher collaboration in order to plan different approaches to the same concept from different subjects creating inter-disciplinary units. Previously teachers always had their area of expertise and interaction with other subjects was little unless the subjects felt under the same group umbrella (sciences, humanities, etc), making subject that apparently had weaker connections to collaborate is not a simple process.

I also believe that is complicated to implement in new schools as in our case the lack of teachers with experience didn’t provide any guidance to us. I think that schools adopting a concept-based curriculum should take this into consideration and hire some experienced teachers that could help new teachers to develop their skills.

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Key concepts:

change, relationships, development

Related concepts:

Models, Interactions, Transformations, process

Generalization.

Observation of macroscopic changes and interactions can lead to the development of microscopic models.

The generalization explores the concept of change that will be observed as the change in state of matter, there will be a window in order to see the relationships of temperature and molecular behaviour. We will explore in the unit the kinetic model of matter. Development can be approached by observing the different applications of heat transfer in houses. We will see the different processes that occurs in matter when the state of matter changes.

The generalization and concepts can apply as well to individual and societies when focussing on economy, looking at micro and macro-economy.
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1. I used to think facts were Goals ( ” Two-dimensional curriculum models focus on facts and skills with the goals of content coverage, analysis and the memorization of information” from Concept based teaching and learning Lynn Erickson ), now I see facts as Tool ( “Three- dimensional models focus on concepts, principles and generalizations, using related facts and skills as tools to gain deeper understanding of disciplinary content “ from Concept based teaching and learning Lynn Erickson and “In a concept-based instruction model teachers use the facts in concert with concepts and generalizations to effect higher order, synergistic thinking” From Concept based teaching and learning Lynn Erickson )

2. I used to think students should learn More, now I think the conceptual approach help them to learn Better ( “Concepts represent the vehicle for students’ inquiry into the issues and ideas of personal, local and global significance, providing the means by which they can explore the essence of a subject” from MYP from Principles to Practice and “students develop breadth and depth of conceptual understanding From Concept based teaching and learning Lynn Erickson )

3. I used to think memorizing information was a priority now I think the focus must be on students creating new information and hypothesis “Less factual coverage can open the door to deeper thinking and understanding” From Concept based teaching and learning Lynn Erickson and (students) achieve higher levels of critical, creative and conceptual thinking as students analyse complex global challenges from MYP from Principles to Practice)

4. I used to think previous knowledge was part of the past, now I see it as an active mechanism to build new skills ( “the incoming knowledge is integrated with existing schemas and cognitive frameworks From Concept based teaching and learning Lynn Erickson )

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First of all I consider Teachers like Learners as well therefore the aim to continually improve over time is valid for teachers and students.

The IB requirement to guide the students to be able to use their own experiences, to be confident in learning and communicating, to don’t be afraid to make mistakes is a challenging task for the teachers and requires a certain level of maturity from the students, a maturity they’ll gain gradually over the years following the IB curriculum.

A challenge in today’s world is to push the students to analyze and provide critical analysis especially in a society where information is given instantaneously and, unfortunately, most of time without filtering or verification.

I see my (MYP) classroom as a model of a bigger Community and I push my students to understand they’re part of something bigger than their classroom, school, city or country, they’re global citizens who will grow as responsible adults.

At a more practical level I’ll teach them as a group but I’ll consider their individual needs, I want the students to develop a sense of inquisitiveness and must get ready to challenge their teachers and peers points of view.