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Desirable difficulties in the development of active inquiry skills - Peer reviewed paper. 

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Desirable difficulties in the development of active inquiry skills - Peer reviewed paper. 

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Throughout the eight week period, one of the main aspects that I tried to include in my teaching was Inquiry based learning. It did come with its struggles. This paper shows and discusses how children of different ages develop and as they develop how their level of questioning and active inquiry skills develop also. It was a key skill that I wanted to develop with the students over the eight weeks. Getting them to ask more questions, to try get them to critically think when doing experiments about why is this or that happening and if so could be change it in anyway to see if we could find any patterns or relationships between variables.

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This was a key aspect of my teaching, it was used for both reflective practice and Inquiry based learning. The section for the two questions students had was vital. They could ask any question at all. The majority of the time it was not directly related to the content I would have covered. If a valid and appropriate question the student would research it and present to the class in the next lesson.

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Excellent video breaking down what Inquiry based learning in really about and what it asks from both teacher and student. Allows students to construct own knowledge and formulate own questions. As teacher and educators I believe it is our duty to provide various pathways so the students can construct their own learning = Meat-psychology.

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Thoughts on Inquiry Teaching and Learning

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From research and studying different methods I incorporated something very similar to the Tick-Tack-Toe method only in each box I put different levels of questions. In box 1 = easy questions
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In box 6 = hard questions
Students were asked to complete the box that suited them best with advice from me.

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in Back to School&middot Choice Board&middot Christmas&middot Differentiated Instruction&middot Differentiation Made Simple&middot Early Finishers&middot Earth Day&middot Freebies&middot Higher Level Thinking&middot Holiday&middot Seasonal&middot Uncategorized

Think-Tac-Toe? What is Think-Tac-Toe? Think-Tac-Toe is a strategy that allows students to chose how they will show what they are learning, by giving them a variety of activities to chose from. Students are given a 3 x 3 grid, just like tic-tac-toe with the exception that each spot is filled with an activity.

Creating a Think-Tac-Toe is quite simple and the format can be used over and over in different content areas.

Options

Create 9 activities related to the content that you are covering

Create 8 activities, leaving the middle blank for a "free choice"

Provide activities that are below level, on level, and above.

Create activities that are based on different learning styles.

Provide activities that encompass all subjects.

Assignment Options

Early finishers

Choose one activity per column, row, or diagonal with a total of 3.

Choose any three activities on the grid.

Assign for homework.

Give deadlines for completion.

Why is it Differentiated?

Think-tac-toes can address multiple learning styles.

Students pick the ones that they are able to complete successfully.

We have a range of think-tac-toes that I use mainly for early finishers around the holidays. The links to the freebies are below!
Earth Day Think-Tac-Toe St. Patrick's Day Think-Tac-Toe Valentine's Day Think-Tac-Toe Winter Think-Tac-Toe Fall Think-Tac-Toe Flag Day Think-Tac-Toe End of School Think-Tac-Toe
Have you used a Think-Tac-Toe with your students?

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Differentiated Instruction with Think-Tac-Toe - Teaching With Simplicity

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Think-Tac-Toe? What is Think-Tac-Toe? Think-Tac-Toe is a strategy that allows students to chose how they will show what they are learning, by giving them a variety of activities to chose from. Students are given a 3 x 3 grid, just like tic-tac-toe with the exception that each spot is filled with an activity.

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Example of set up for the experiment.
Ramps have different materials - represent different levels of friction
Ramps at different slopes
Coins used to add weights to the toy cars.

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Students developed this skill when trying to figure out a variable that may impact the speed of a car e.g. weight and then trying to figure out how test that with a toy car. To try investigate for relationships and patterns.

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• Expressing ideas mathematically • Estimating, predicting and calculating • Developing a positive disposition towards investigating, reasoning and problem-solving • Seeing patterns, trends and relationships • Gathering, interpreting and representing data • Using digital technology to develop numeracy skills and understanding

*Numeracy was introduced in a variety of ways throughout this unit
*Students used numeracy in investigations calculating speed, acceleration, force etc.
*Also used the dice activity to break up the hour long classes as a means of asking questions.

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Included in the new Junior cycle specification there are eight key skills. All of which are essential for the overall development each student. I included as many of these as possible in my planning as they are essential for the development of individuals.

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1st year UoL for week's 4-8 during school placement

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Science Collaborative Planning Document - interactive

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Excellent Description and breakdown of friction and some of the forces related with Newtons 1st law. 

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Excellent Description and breakdown of friction and some of the forces related with Newtons 1st law. 

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Fantastic Description and explanation of Newtons three laws for both teacher and students 

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Fantastic Description and explanation of Newtons three laws for both teacher and students 

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My own notes and research done on this chapter.

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Linking Force chapter with the chapter done previously which was Density Speed and Acceleration. Students also had to do project which included research on both chapters in order to complete project for presentation.

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NOS 10 -
Students should be able to appreciate the role of science in society, and its personal, social and global importance and how society influences scientific research.

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NOS 9 -
Students should be able to research and present information on the contribution that scientists make to scientific discovery and invention and its impact on society

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PW 2 -
Students should be able to identify and measure/calculate length, mass, temperature, area volume, density, acceleration, force, potential difference, current, resistance, electrical power.

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Students should be able to investigate patterns and relationships between physical observable.