Challenging Activity? by Teacher Academy

Clara Lucano Italy

clara_lucano — 2016-09-12 09:15:29 UTC

Number 3 and 4.

Leila Lisa d'Angelo Italy

profleila — 2016-09-12 09:46:28 UTC

I was educated in a school in which students were supposed to give the exact answer, so it's challenging for me to manage as students feel free to make conjectures and try explanations whitout fear of being stopped or blamed.

Another issue is the time: teachers are always wondering if an Inquiry Based Learning segment will require too much time. I am convinced it is possible to plan activities in which students are active but at the same time they get the contents required.

Giustiniano Matteucig

entomologo — 2016-09-12 10:13:06 UTC

I think that the proposed activities will be very interesting for our students

Student-centered approach

You follow what we would call a student-centered approach. Your classes are based on discussion with your students and they have several degrees of freedom when it comes to hands-on activities. You focus heavily on developing your students’ skills but you also make sure you cover some specific content.

Gordon

2016-09-12 10:15:03 UTC

This is my result - Towards a student-centered approach

Your teaching style is towards a student-centered approach. Your classes include both lecturing and discussion. During activities, students have several degrees of freedom and you try to cover both content and the development of students’ skills.

drazena_potocki — 2016-09-12 10:34:38 UTC

Towards a student-centered approach

Student-centered approach

christinaefm — 2016-09-12 10:45:31 UTC

Cornelia Melcu

corneliamelcu — 2016-09-12 12:13:47 UTC

I took the survey and I got Student-centered approach

”You follow what we would call a student-centered approach. Your classes are based on discussion with your students and they have several degrees of freedom when it comes to hands-on activities. You focus heavily on developing your students’ skills but you also make sure you cover some specific content”.

Vasiliki Bertsia

2016-09-12 12:13:55 UTC

I have h heavily students-centered approach!!!

Validation

markivanroblas — 2016-09-12 12:23:28 UTC

This module is a validation in our approach in our project. I run the Science Explorer, the Philippines' first and only mobile learning science facility. It is a bus which we bring to the provinces and use as their classroom and laboratory. We employ hands-on activities to give the students a feel of how a real scientist works.

Maria Horgos

maria_horgos — 2016-09-12 12:46:17 UTC

Student-centered approach

Manoilă Maria

2016-09-12 12:58:12 UTC

Number 2 and 5

Switch from lecturing to discussing with my students.

dellanno_fabio — 2016-09-12 13:12:48 UTC

I think that mathematics and physics need a certain amount of lecturing, especially when introducing new arguments. Therefore it is important to balance lecturing and discussion. At the same time one should check the students' attention. Therefore a lesson is more effective if the right equilibrium among the different activities is realized.

Towards a student-centered approach

sotai2000 — 2016-09-12 13:28:58 UTC

I would like to give more freedom to my students but there are some difficulties
1. Our curriculum is tight.
2. We dont have well organised labs.
3. Students dont know how to inquire. They are used to fully quided teaching and experimenting.
4. 25 students are too many for inquiry guided learning

Elisabetta

2016-09-12 13:45:41 UTC

Build inqury activities that take little time

2016-09-12 13:46:29 UTC

The most challenging item for my expericence at school is number 5: when I start to build a new acivity it takes a lot of time at home and at school...I find examples in internet but in english, not in italian language, I always get lost with too many

Evangelia Chasapi: Adopting a student-centered approach

Evangelia_Chasapi — 2016-09-12 13:48:59 UTC

The most challenging approach for me is switching from lecturing to discussing with my students. I am trying to actively involve my students in the learning process in my everyday teaching.

Lidia R -Student-centered approach

lidiaristea2004 — 2016-09-12 14:25:48 UTC

Rosa

rosadilonardo — 2016-09-12 14:53:20 UTC

I start my lesson with brainstorming becouse for me it is very important to worry about my student asking me something about they don't know about ..

A

pulnino — 2016-09-12 14:56:28 UTC

Th

pulnino — 2016-09-12 14:56:30 UTC

Build inquiry activities that take little time is the the most challenging point becouse the school time is elusive.

Marialena Christodoulidou

marialenachrist — 2016-09-12 14:58:49 UTC

The most challenging for me is the 4th item: "Focus on developing students’ skills rather than focusing on content" because it needs too much time to develop critical thinking to young students.

2016-09-12 14:59:06 UTC

Student-centered approach

Build inquiry activities that take

dayla81 — 2016-09-12 14:59:07 UTC

it is the most important point because the lessons are very short.

2016-09-12 14:59:15 UTC

Student-centered approach

2016-09-12 15:04:06 UTC

Student-centered approach

N

marinasova — 2016-09-12 15:06:54 UTC

Modified number 5 - Build inquiry activities that take some time and number 6. Sometimes from discussions the students give birth to new ideas and answers to questions that require in the lesson (topic

marinasova — 2016-09-12 15:06:57 UTC

Challenge ( Athina Paroussi )

2016-09-12 15:32:01 UTC

Discourage my students from steaking their minds when they are not sure if they are right and Built inquiry activities that take little time
As my students are at the age of 5.5 to 6.5 years old , most of them they afraid to talk about theirs ideas in the classroom cause they don't have strongly self assured .
I usually encourage and helping them by showing some pictures and say to them to start with theirs ideas for what they see ..
I have 20 really little sudents , time is never enough , I try to solve this problem by working with small teams , but is rally hard and I sometimes feel that I want more time for having best results

Loredana Ratti

rattilory — 2016-09-12 15:49:44 UTC

Number 3 and 5

Athina Ginoudi

aginoudi — 2016-09-12 15:49:45 UTC

I find very challenging to focus on developing students’ skills rather than focusing on content.

But I usually try to build inquiry activities that take little time.

Ayhan Sezdirmez -Anamur Turkey

2016-09-12 15:51:50 UTC

Our student does everything themselves. They do research and prepare presentations. They discuss topics of their choice. Because I'm Technology and Design Teacher. our students think the technology of the future

Matthias Giger, Switzerland

mattgig — 2016-09-12 16:01:04 UTC

My biggest concern is control. Our curriculum is densily packed and students have to learn a lof of different facts and skills. At the same time not every student is as willing to learn as he or she should be. Therefore, if instructions are not clear, students might deviate from the path of learning towards less helpful activities.

M. Francesca Venturo, Montessori School.

mfventuro — 2016-09-12 16:31:03 UTC

Hallo, I'm a teacher in a Montessori school. I think that is very interesting to note that the Student-centered approach is so near to the Montessori method. We work with a structured materials thought to meet the needs of children learning.
I send you a photo about the work "Nucleosynthesis stellar" that children have realized using a material I prepared in accord with Montessori's cosmic education.

Daniela Leone, IC9 Bologna (lower secondary school)

2016-09-12 16:35:25 UTC

My main difficulties come in items 3 and 5:

5: In my classes, beginner students take much time to understand what to do, and to organize themselves; usually, when coming out from primary school, they are much used to be guided step by step. So the time needed to complete an inquiry activity is longer than the time given by the school timetable. We take several weeks to complete inquiry learning activities such as GO-LAB, for example, working 2 hours per week.
The time issue usually decrease from first to third grade, at least for the most engaged students.

3: Often, when students answer a question, they don’t care much about what the question was, they just want answers. Last year a good exercise was creating by themselves multiple choice questions about the contents they studied, and share them on Moodle.

Lorena Olaru, Romania 1.Not having control over an entire activity.

leoatomix — 2016-09-12 16:50:19 UTC

We have the same problem with curriculum like Switzerland.

José María Díaz Fuentes

josemaria_diazfuentes — 2016-09-12 17:06:21 UTC

I have many problems with the time that I must dedicate to complete the curriculum. Focus on developing students´s skills rather than focusing on content. In some subjects, however, yes I can follow techniques based in projects and research.

Anabela Araújo

anabela_escola520 — 2016-09-12 17:12:15 UTC

number 5

Alain camus

cpaien_afriquecentrale — 2016-09-12 17:21:14 UTC

item 5

Elena Rotaru

2016-09-12 17:41:12 UTC

When your students are 3-4 years old, you never know how much time to take for free discussion. They often mix reality with imagination and, as a teacher, it is possible to not point the based ideas you want to share

Robert Clarke

iaaasecretary — 2016-09-12 17:55:53 UTC

I have no issues with any of the items with my junior cycle students and we have a new specification that is designed to be student centred.. in fact the specification starts with the following quote "Science is a collaborative and creative human endeavor arising from our desire to understand the world around us and the wider universe. Essentially, it is curiosity in thoughtful and deliberate action. Learning science through inquiry enables students to ask more questions, and to develop and evaluate explanations of events and phenomena they encounter."

(NCCA, 2014, p.5)

Senior cycle students are another matter.. they are usually heavily bought into the points system and actively reject inquiry in favour of content, preferably by powerpoint, lecture and notes. Hopefully this will change but it is a battle I have every year

Stavroula L

pde4424 — 2016-09-12 17:56:08 UTC

My worries are, not having control of the whole activity, and, the pressure of time where I am imposed to deal with the content by our ministry of education and the parents.

Number three is a great challenge! Atleast in my classroom!

eija_inberg — 2016-09-12 18:09:08 UTC

Maria A., Serres-

2016-09-12 18:11:25 UTC

I always try to cover both content and develop students skills. I give time to my students to build new knowledge and I go through content in a brief way. Time management is my biggest challenge.

Vasiliki

64cosmvan — 2016-09-12 18:15:28 UTC

Vasiliki Kosmatou, Athens

64cosmvan — 2016-09-12 18:15:29 UTC

All cases are important. Because each student has a different personality and has his "own" time in understanding each subject. And there are so many different subjects he has to deal with. So,the most challenging to me is not having control of the activities because of the pressure and luck of time during my lesson.

Sonia,

sonia7nis — 2016-09-12 18:16:16 UTC

Sonia

sonia7nis — 2016-09-12 18:16:17 UTC

Sonia, Serbia

sonia7nis — 2016-09-12 18:16:17 UTC

I switch from lecturing to discussing with my students.

Ciotlos Anghelina, ROMANIA

angelinaciotlo1 — 2016-09-12 18:38:23 UTC

I teach high school physics and unfortunately even allow students to always ask why they have not cleared asks. I would be very happy to ask questions, even if for the moment I could not answer. I would document the next time I answer the question. I try to develop students' skills, although the content is as important as it is required in high school. Investigation activities are rarer students do not show interest too. We discuss these things more extracurricular activities than in the classes.

Daniela Cavallaro, Italy

dcavallar — 2016-09-12 19:03:37 UTC

I teach maths and physics at high school, I always start my class with brainstorming, in order to focus on what they did or did not understand. After that I try to introduce new subjects with new questions that move from previous skills they developed during other lectures. Sometimes smart student ask something I do not know so either we try to work it out together with the class, or I investigate at home, or I ask the student to check and research on their home for the following class.

Georgia, Greece

georgiatsirigot — 2016-09-12 19:24:52 UTC

Mostly teacher-centered approach

You follow a more or less teacher-centered approach. Your classes include mostly lecturing but also a little discussion while activities have some space for initiative on the part of the students.

This is my result of the quiz.
My most challenging item of the list is 4: Focus on developing students’ skills rather than focusing on content. So I need 5 (Build inquiry activities that take little time) to satisfy 1 (having control over an entire activity.)
I have also the following problem: many children come already prepared for the next lesson. So they know the correct answer from the start. Then the children that do not prepare the next lesson feel less capable, less strong to science than the first ones.
I'm trying to embed more the experiments into my teaching but that needs more time than that I usually have. I'm searching solutions in this course.

Daniela, Italy

avedani_0107 — 2016-09-12 19:31:05 UTC

Building inquiry activities that take little time is a big challenge for me. I teach Physics and I have to develop a large amount of modules, then I'm worried about the time.

Maria Mantzila, Greece

mantzilamaria — 2016-09-12 19:43:44 UTC

The most challenging item is to focus on developing students' skills rather than focusing on content. You have to be inventive, creative and always active enough to plan interesting activities that will develop your students' skills and isn't easy!

Sabrina,

profdifonza — 2016-09-12 19:57:25 UTC

Real contexts

Soner,Turkey

sonercihanker — 2016-09-12 20:05:11 UTC

When my biggest concern, and to focus on developing skills rather than content. My students 7-8 years old. Build further inquiry activities that take little time.

PATRIZIA MANCA ITALY

2016-09-12 20:08:04 UTC

In my lessons I try to include both lecturing and discussion. During my activities, students have several degrees of freedom and Itry to cover both content and the development of students’ skills.

Nikos, Thessaloniki

manik1 — 2016-09-12 20:28:56 UTC

The most challenging for me is to Build inquiry activities that take little time. Because as a teacher u feel the pressure of time. What will happen if u dont finish the curriculum? THe students give national examinations u have to do the hole curriculum.

Milena, Italy

2016-09-12 21:03:15 UTC

as Nikos from Thessaloniki, for me the most challanging is Build inquiry activities that take little time

My Challenging Item

anaelypb — 2016-09-12 21:20:55 UTC

I think for me the most challenging one is trying to build inquiry activities (it does not matter the time they take). I think that they have to be very well planned and developed to be truly inquiring and that students really develop skills, understand the concepts and also are difficult to evaluate.

Building inquiry activities that take little time.

rmorris12 — 2016-09-12 21:25:47 UTC

The outcome of inquiry activities is hard to control, therefore the limits of the activity are hard to control. Working in a tight time-frame (40 min classes) and with a very prescribed curriculum and examination, creating an activity that won't disadvantage the students in the examination is difficult.

Ema Salero, Portugal

emasalero — 2016-09-12 23:10:29 UTC

The most challenging item is to focus on developing students' skills rather than focusing on content, but the time that is needed is also important. Students learn more when they´re involved and when it´s given them the opportunity to make research.

Manuel Augusto, Portugal

2016-09-13 00:04:59 UTC

The item that most concerns me is the focus on students' skills rather than the content because managing a class with 26 to 30 students at different stages of skills and competencies for the same content, sometimes becomes a difficult task.

Daniella - Build inquiry activities that take little time. TIME is my biggest concern. When children come up with an idea we have to try it out, test it, and see the results so we can come up with a conclusion. And this takes time. But if we don 't manage to do all this, due to lack of time, both teacher and students will be disappointed.

daniela_polidano — 2016-09-13 04:37:03 UTC

Tanja

2016-09-13 06:51:56 UTC

I agree with Daniella.

skills's development and evaluations

2016-09-13 07:42:30 UTC

I think that, as teachers, we have to promote the skills development but also to evaluate them.

Nada

nada4web — 2016-09-13 08:59:14 UTC

Focus on developing students’ skills rather than focusing on content because I have the curriculum where I need to develop both of them...

Grazia

graziampl — 2016-09-13 09:03:15 UTC

The activity that requires me commitment is also the most challenging, "focusing on developing students' skills rather than focusing on content". I definitely think we need to focus on content, but passing attravero skills achieved through realistic kind of activities with simulation of real contexts

Time management- Sara golan

saragolan81 — 2016-09-13 10:36:13 UTC

regulations, standerds and external evaluation binds my hands versus taking time developing skills at the expense of curricullum content

Carla Italy

2016-09-13 13:30:31 UTC

I have to improve how to develop student's skills rather than focusing on content, and build inquiry activities that take little time

Giovanna Wiplinger Croce - Italy

giovywip — 2016-09-13 13:33:22 UTC

Since I have many classes and a different timetable for each: TIME IS THE BIG ISSUE! I need to build an inquiry activity which takes little time!

Zita, Romania

b_zita — 2016-09-13 14:04:06 UTC

I'm always pressed by time, because the curriculum is very packed and I have to cover it all. So for me the biggest challenge is to build inquiry activities that take little time, needs little and unsophisticated resources.

Zita,

b_zita — 2016-09-13 14:04:10 UTC

Annalisa

2016-09-13 14:21:44 UTC

Annalisa Italy

2016-09-13 14:21:44 UTC

Focus on developing students’ skills rathe than focusing on content is my point. When I propose a case I’m afraid students won’t be able to work on it freely if they don’t have enough confidence with the relative content. So often a hand on activity is proposed after They get a basic knowledge. Considering the requested curriculum the final result is that I spend most of the time doing lectures focused on content and assessing that content. Short inquiry activities would help to do them more frequently.

Fernando Batista - Portugal

2016-09-13 15:08:16 UTC

Building inquiry activities that take little time is a big challenge for me. I would like to give more freedom to my students but there are some difficulties because the curriculum is tight. On the other hand the classes have a very large number of students.

Andrea (Italy)

andrea_citta — 2016-09-13 15:46:57 UTC

I think that we should balance all kind of teaching: it is not absolutely wrong to lecture, neither it is not absolutely right to use only hands-on activities... I think focusing only on skills is not right: students should also have theorical basis, after they understand. Otherwise they will always be used to surface understanding. I think that my most challenging item is n. 6, both because they are not generally used to discuss, and, as they are K12, I am afraid they are mostly superficial.

"Not having control over an entire activity."

miguelneta — 2016-09-13 16:12:14 UTC

I teach physics and chemistry at secondary level (Portugal) so my students have to be prepared to a national final exam. We have to do a number os activities that are the same for all the Portuguese students. What we do is (when we have time to do it) in the next week we make one very similar activity but in a open way so students can 'play' with the same subject.

Well, IBL is probably my target of teaching, I try to apply it, because I don't like lectures. I like to make my students independent and smart, but when my help is needed, I have to be there, as a guide.

marziaboccone — 2016-09-13 17:00:31 UTC

Ezzarg

abdelaziz_ezzarg — 2016-09-13 17:16:50 UTC

Teachers are the cornerstone of any renewal of science education. Teachers’ skills (pedagogy and content), self confidence, motivation and integration in a larger community are crucial.

Cecilia

maricecicanti — 2016-09-13 17:39:38 UTC

Building inquiry activities that take little time is the most challenging for me because it takes a long time to get prepare them, some children finish very quickly, they have different interests and need to prepare different options, we don´t have all the necessary equipment and materials at school, and 7 year old children need a lot of guidance in most of them.

Lecturin

gfmarranghello — 2016-09-13 18:12:52 UTC

Lecturing

gfmarranghello — 2016-09-13 18:12:52 UTC

Sometimes I'm so passioned about astronomy that it's hard to NOT lecture, just because I wanna talk and talk and talk...

Giuseppe 8(Italy)

giuseppe_marciano — 2016-09-13 18:37:55 UTC

The most challenging aspect of this new type of teaching method is building inquiry activities that take a little more time. I can spend only two hours per week with my pupils so I have to plan everything before the lesson starts.

Pascal (France) Focus on Developing students' skills

pascalbuch — 2016-09-13 18:45:13 UTC

It is often easier to prepare classroom activities based on content, but the profitability is low. By preparing activities on skills seems to me asking more time but we win attention of the most students.
To achieve this, it requires that students from kindergarten learn to become independent, to collaborate with peers and accept the discussion.
We can not propose activities around skills if there is not a learning autonomy.

Pilar. How do I fit the inquiry process and the curriculum content?

mgonz442 — 2016-09-13 19:09:01 UTC

I teach Physics and Chemistry and I don't know the answer to this question. I'd like to change my way of teaching, to engage more students, but I think that this kind of IBSE activities required more time, so I find difficult to teach all the curriculum content by this way. I try to introduce this methodology, but only in 1 or 2 units. Because of this, in our school we offer to every school level different kind of optative subjects, and there is allways one based on science, where we try to work following a more IBSE methodology, ans as we don't have to follow a fixed content, the activities are more open, students learn through had-on activities and they really like this.

Gráinne (Ireland)

2016-09-13 19:53:09 UTC

Build inquiry activities that take little time.
I'd really like to do more inquiry based stuff in the classroom but find myself so pressed for time to cover topics and complete the curriculum on time that I probably end up lecturing far more than I should.

Claudia Gualandi

gualandi_c — 2016-09-13 20:11:26 UTC

Wich item(s) is the most challenging for you and why? I'm very involved from this module. Since many year, more then ten yers ago, I started to teach involving my student and put them at the center of my action. It was difficult to start, bat after a short time, no more then one/two years, I was so happy about the changes I saw in my students, that was impossible for me to come back. The very important aspect was and is also this day that children build their owen knweledge with and by the help and the comparison with their peer. Furthermore I 've started with maths but the following years it was natural for me to use this method wiyh all my subjects.

I must to thank my great teachers: Bruno D'Amore, Sivia Sbaragli, Martha Isabel Fandiño Pinilla and all those who are part of RSDDM of the University of Bologna in Italy.

So I agree! I think the best way to stay with student is INQUIRY BASED LEARNING!!!

The item wich is the most chanllengy for me could be “Build inquiry activities that take little time”.

In fact every activity I propose to my student last not less the tow/four hours. Usually I start with a question, student usually work in pairs or in little gruops, formed by three/four children. Every pairs or group work to reach an awnser or builds an artifact. Then they write or explain their idea, their reasons to compare with those of the others pair or gruop. During the convertation, I obviosly do as a director. When they find a deal, I finally instituzionalize the math’s knowledge.

Maria Afonso

2016-09-13 20:32:38 UTC

Sometimes the teacher don´t have time, in teaching secondary, to prepare classes focused on student. This is due to program´s extension and to preparation for national tests. I heard about this new methodology last year and I want to know more about characteristics, activities and operation of the inquiry BSE.

Maria Docheva

christozovi — 2016-09-13 20:39:48 UTC

The most challenging for me:
Focus on developing students’ skills rather than focusing on content.
Build inquiry activities that take little time.

Kondylo Glarou/Greece

seagullitsa — 2016-09-13 20:46:14 UTC

The most challenging item for me is to build inquiry activities not necessary that take little time. They must be well structured, clear and combine critical thinking and developing skills.

Natalija (Serbia)

dikovicnatalija — 2016-09-13 21:05:34 UTC

Marina Molla, Greece

mollamarina — 2016-09-13 21:10:06 UTC

Building inquiry based activities is a challenging aspect.
Another item which is not on the list is as well as focusing on developing students skills rather than focusing on content.

Federica Festa Caputo (Italy)

2016-09-13 21:40:22 UTC

Building inquiry activities that take little time is kind of hard for me: inquiring itself is not supposed to have a limited time! You never know how far an activity can go and what it can turn into, depending on the students' curiosity. And I always foster their endless curiosity!!!

Reflection on Inquiry Based Activities

mervekizanlik — 2016-09-13 22:49:10 UTC

I strongly believe that active involvement of students to learning process is more valuable when their work is reflected. In my case, even if I do not have time restriction to build inquiry based activities, it is hard for me to find time for reflecting on each work properly since our classes are a little bit crowded. Also I have difficulties about changing students perception of content based learning. since they are getting prepared for national standardized tests and expecting the teacher to lecture.

Tim Gayton - Sweden

timgayton — 2016-09-14 04:12:45 UTC

Building inquiry activities that take little time is a challenge with limited lesson time available. Students can get stressed under time pressure.

Focus on developing students’ skills rather than focusing on content.

cerciziida — 2016-09-14 05:06:00 UTC

In my opinion we better focus on students skills in order to prepare them for life skills

Anamaria Golumbeanu, Romania

anamaria_go — 2016-09-14 06:25:06 UTC

To me is a challenging activity to find an equillibrium between developing students’ skills and focusing on content. I have in mind a lot of information to be transmitted to the students.

Catarina Rodrigues, Portugal

canrodrigues — 2016-09-14 06:54:39 UTC

Focusing on developing student's skills rather than focusing on content is the most challenging aspect for me. In Portugal we have national standardized tests, curriculums and teaching programs very extensive and the pressure on teacher's work to get to some results (from school and parents) is huge.
However, I am aware that we, as teachers, need to do something in order to have very skilled people in the near future.

Raquel Lopido - Philippines

raquel_lopido — 2016-09-14 07:48:32 UTC

In developing the Space Science Program here in the Philippines, the most challenging part for us most of the time is number 5-build inquiry based activities that take little time.

We can easily access contents and make them suitable to different grade levels. We can ask experts to confirm/review the accuracy of our lessons.
But to find or build an activity that is applicable to a particular lesson involves a lot of factors that make it very challenging. We have to consider the time it requires for the activity to finish, skills of students, safety of materials, logic/analogy of the exercise, number of steps, is it effective for a group,individual,partner activity, is it interesting enough,creative enough and cost of materials to name a few. If a certain activity meets all these requirements, it becomes methodical and easier for an educator to deliver. Then the educator need not to focus on the activity but on the student.

Emanuela Di Ascanio

manu090762 — 2016-09-14 09:55:15 UTC

To me not having control over an entire activity is the most challenging item, in fact I usually reflect on what I have to do in classroom much and I usually plan the lesson in details. I think to lead students to comprehension doing this way, trying to build new skills. Maybe I have to leave them more freedom to do their own and discover their way to study and learn. In this way there is another item that could be challenging: worry about my students asking me something about I don’t know about; in fact I’ve been teaching for one years, so I hope I will improve my knowledge and skills too!

Silvia Patrizia Ruggeri, Italy

silviap_ruggeri — 2016-09-14 09:57:30 UTC

The aspect that appear more challenging when I adapt my teaching style based on new ideas and approaches is build inquiry activities that take little time. It happened that I had two classes in which I had to teach the same content, when I decide to change my teaching style, the experience in the first class was useful to improve the lesson in the second class and reach skills in a smaller time than the lesson in the first class.

Rodney Francett, Finland

2016-09-14 10:04:42 UTC

Switching from lecturing to discussing with my students. This is the most challenging. I need to learn skills to help them open up. Could it be in asking the right kind of questions?

Gamze Siper/ Turkey

gamzesiper — 2016-09-14 10:12:06 UTC

I think the most challenging things are “focus on developing students’ skills rather than focusing on content” and “build inquiry activities that take little time” for me.

Focusing on skills is too hard in our education system because our education programs include too many tests and assessments. Students have to win exams for qualified universities and high schools. Yes, I prefer to the student who can measure the buoyancy of water with experiments than the student who knows the formula of this quantity. Bur exams want students who only can remember. So I have to focus on content too.

Building inquiry activities is hard too because it takes too much time. If I want to plan a successful 80 minutes with my students, I have to spend my all day on a lesson plan. Searching, finding discussion problems, making a plan that includes at least a few of 21st century skills etc. takes too much time.

Silvia Scandura, Italy

silvia_scandura — 2016-09-14 13:09:18 UTC

My biggest concern is time,: a good hands-on activity or a satisfying discussion takes time, and a one-hour class period is quite a strict timeframe for me. When students are free to interact and experiment, I feel that I have to give them enough time to think and to explore the possibilities, but not all students work at the same pace. Maybe we should give a bit more scaffolding to the slower kids and more freedom to the faster ones?

I think the most challenging for me is "building inquiry activities that take little time" because I have a few hours and the curriculum is rich in content

ines_mussi5 — 2016-09-14 16:02:36 UTC

Enrica Maragliano

EMGe — 2016-09-14 17:25:30 UTC

As many colleagues have already pointed out, my main concern is the time, so the items I mainly focus on are 1 and 5. I wish I use PBL more than IBL, but the approach is not much different. So, on one side I must find a driving question non-googleable but at the same time not much time consuming, on the other side I must teach students to develop their solutions in a short time. But to get this result the temptation to help them or to give them questions too easy is very big, I must admit...
I teach Maths and Physics in a classical and linguistic lyceum and I with my classes for 3 (or 2) modules of Maths and 2 modules of Physics. And each module lasts 50 minutes...

My Challenge

maria_kalam — 2016-09-14 19:08:42 UTC

I think that my challenge is building activities based on inquiry that take little time. It's very difficult to combine learning and inquiry but it's more difficult to find short and effective activities. Additionally, it' s imposible to find an inquiry method to approach all subjects in all courses.

Reneta, Bulgaria

2016-09-14 19:09:08 UTC

Definitely 'Build inquiry activities that take little time' & 'Switch from lecturing to discussing with my students'. Pupils can try to code, for example, based on IBSE style. They use cups in order to demonstrate unplugged tasks. Here's our experience regarding to it...hope that you'll like this...:)
http://photopeach.com/album/vb9j2d
http://photopeach.com/album/6mfwg3

Lorenza, Italy

2016-09-14 19:24:17 UTC

Build inquiry activities that take little time

miriamrickerby1 — 2016-09-14 19:53:45 UTC

this I find most difficult

For me the most challenging is switching from lecturing to discussing with my students. The discussion usually goes to wrong directions in my opinion and I have to learn to think differenlty...

monika_j — 2016-09-14 20:02:32 UTC

Stefania Mastrapasqua, Italy

mastrapasqua_stefania — 2016-09-14 20:20:42 UTC

The challenging activity for me is "Worry about my students asking me something about I don’t know about."

Olga Keramida/Greece

olkeramida — 2016-09-14 21:09:41 UTC

The most challenging is to build inquiry activities that take little time.

Maria Panou/Kalymnos

maria_themelis — 2016-09-14 22:09:10 UTC

Switch from lecturing to discussing with my students.

This is the most difficult for me as I find the time at class too little for what I want to share with my studetns. I'm aslo affraid of cutting my students' ideas at my trial to give them "guaranteed" safe knowledge and ... a lot of it!

Carlos Pedro Santos, Portugal

cpscsantos — 2016-09-14 22:55:37 UTC

Build inquiry activities that take little time.
That's the major problem. The amount of subjects that we have to teach and students to learn is huge.

Adina Oancea, Romania

carmenadin7 — 2016-09-15 07:54:58 UTC

The most challenging for me is discourage my students from speaking their minds when they are not sure if they are right. Maybe because I feel under the pressure of time I try not to do it, but I know I have. As I read the others' self-reflection, the conclusion is that lack of time is a major problem.

Tânia Coelho, Portugal

tcoelho76 — 2016-09-15 08:13:55 UTC

The challenge is in adapting the curriculum , loaded with concepts , set to take goals and we teachers try to summarize it all in a challenging issue and can accommodate concepts , goals , curriculum in general and achieve success.

Dina Cintra, Portugal

dinacintra — 2016-09-15 08:24:22 UTC

Focus on developing students’ skills rather than focusing on content is a challenge either because in Portugal the curriculum is long and also we have many students in classroom

Build inquiry activities that take little time is another challenge as students need time to think and develop skills and we have 45 minute classes.

Rita Torres, Portugal

ritavst — 2016-09-15 12:18:35 UTC

45 minutes classes are not enough to develop many of the hands on activities in the classroom.
Also, students in Portugal are used to receive knowledge from their teachers, rather than searching for answers. This would be challenging to change.
Most of the schools don´t have enough available computers in the classroom for the students to use. So, how can we promote investigation? Should we give them texts and other documents? But then this wouldn´t be their investigation...

Gianni Stival - Italy

gianni_stival — 2016-09-15 13:50:26 UTC

The most challenging aspect for me, is switch from lecturing to discussing. If the attention on procedural aspects of science is something that I can easily address, I’m not sure about how to make productive the class discussions; I think that obtain the most from a class discussion is not so easy, it require specific strategies that I’m not sure to know.

Diana Stegaru, Romania

dya_constantin — 2016-09-15 14:05:45 UTC

The most challenging is to switch from lecturing to discussions with my students.
I introduce topics, present the lesson, but also give the students the chance to express their opinio

Marika Sacchi - Italy

sacchimarika — 2016-09-15 14:17:39 UTC

Time issue and discussion instead of lecture
For me the most challenging items are the fifth and the sixth. In every classroom I teach only two hours a week, often these hours are not consecutive and this means to succeed in planning a completed activity of short duration. I feel more confident when I lecture, I’m not used to discussing with my students, therefore I must train for this aspect of the approach.

Nuria Muñoz Molina, Spain

algenuria — 2016-09-15 16:37:05 UTC

The challeging activities for me are.
1.- Build inquiry activities that take little time .
2.- Switch form lecturing to discussing with my students.
I teach Ph & Ch and I have to prepare my students for a big final exam in which they have to demostrate only the content that they have learned not their acquired skills.
Despite of this, I love Inquiry in my Science class, so I try to do some hands on activities and researches with my students but we don't have very much time during our school timetable so we have to do it during the break or at any free time at home.... So my challenge is learning how to cope with content and skills at the same time. I hope I can do it after this extraordinary course!!!!

Filippos,Greece

2016-09-15 16:53:47 UTC

Build inquiry activities with my peers that take little time

Francesca

francescagiala8 — 2016-09-15 17:10:59 UTC

Build inquiry activities that take little time.
IIt is possible to build inquiry-based lessons into just about any activity, but it takes a little time. The students ask questions and take the lead in their own learning. It is important planning.

Arcangelo Italy

2016-09-15 17:39:01 UTC

The challenge is to adapt to the type of students that is, I estimate
larli to grow and learn better. should not necessarily follow slavishly the programs and lose control of the class so

Rosa Gaspar / Portugal

luisasgaspar67 — 2016-09-15 18:02:28 UTC

Rosa Gaspar / Portugal

luisasgaspar67 — 2016-09-15 18:02:29 UTC

I think that my challenge is building activities based on inquiry that take little time. It's not very difficult to combine learning and inquiry but it's more difficult to find short and effective activities.
And this is me...

Yıldız Kanlıöz-TURKEY

ykanlioz — 2016-09-15 19:17:52 UTC

Station based learning and ıntergrating the themes to the lessons are important for me. So I need more time for planning.

Cettina Catalano, Palermo Only skills

cettinacatalano644 — 2016-09-15 20:48:46 UTC

My main difficulty is linked to the type of discipline that I teach and the type of school. My students would only learn to cook. Learn the science? Absolutely no!
Over time, I have learned so that I only need to aim for the skills

Bircan Keleş/Turkey

2016-09-15 21:34:31 UTC

This is my results :)

Cristina Pinho/ Portugal

2016-09-15 22:03:28 UTC

For me is Build inquiry activities that take little time and Focus on developing students’ skills rather than focusing on content.
In same classes is easier than others. It depends of the maturity of the students . I teach students from hight school - they have a National Exame and the contents are more importante than the skills, and like Dina Cintra saids the National Programmes of Physics and Chemistry are very big

Focus on developing students’ skills rather than focusing on content.

fulyacurebal — 2016-09-16 08:14:21 UTC

All students have different skills therefore it is difficult to desing an activity according to their abilities . I have to think about overall classroom environment.

2016-09-16 09:25:54 UTC

For me is Build inquiry activities that take little time. Moreover, not everyone partecipate at the class discussions equally.

viki doga, greece

2016-09-16 12:52:36 UTC

I use in class as involving my students in class lesson through questions, answers

Alessandra

bazzarello_ale — 2016-09-16 14:19:31 UTC

I think the biggest challenge is to build inquiry activities that take little time and involve the whole class.

Georgia, Greece

georgiavou46 — 2016-09-16 15:16:47 UTC

The most challenging for me is not having control over an entire activity.I am a preschool teacher and my students are very young.They can easily loose their goal, interesting and focus.

Raquel Forca, Portugal

cvivaalmodovar — 2016-09-16 16:17:28 UTC

For me the hardest is to create IBSE activities for more complex contents . It is not easy to create activities that are simple but effective to develop the skills we want.

Massimo, Italy

massimo_pescato — 2016-09-16 16:27:21 UTC

The most challenging aspect for me is not having control over an entire activity. I think that actually the acceptance of not having control of the majority of things in life is an objective that I haven't yet reached,. Therefore I believe that, as a consequence of that, managing the lack of control over a lesson is a big challenge for me.

robertacamerotto — 2016-09-16 16:40:17 UTC

Although I'm aware of the importance of involving students directly in meaningful tasks, to me the most challenging aspects are accepting of losing control of the work of pupils and planning significant investigations which don’t require much time. Given the age of my students, 11-14, I always fear that the group works can be distracting and I don't find always easy to imagine strategies to help children to focus on the task and to adequately document their work.

Hard time choosing

francesca_mondelli — 2016-09-16 16:56:13 UTC

I think the most challenging aspect for me is not having control over an entire activity, not because I don't want students to be in charge of their own development and learning but because sometime (actually, often) there are some kids with behavioral issues, hard to manage in standard and controlled activities, and their presence would jeopardize the entire activity if not guided for the entire time

Renato Oliveira, Portugal

renat — 2016-09-16 19:00:02 UTC

For me, the biggest challenges are building IBL that take litle time and do not know what the limit should I give skills versus content.
For activities that take little time, but it can achieve the desired result, it is not easy for me.
Regarding the importance of content in view of the skills, I think that in Portugal, the education system favors the contents since it is these that are assessed in national tests and this makes it difficult to implement strategies to bet more on skills.

Sofia, Greece

2016-09-16 19:19:31 UTC

According the test I follow a Heavily student-centered approach! that's really good for me because after watching the videos, I understood exactly that my approach was correct! The most challenging for me is to provide to my students the right and more interesting activity/ties which will give them satisfaction and joy and in the same time knowledge and understanding

Having not enough time

2016-09-16 19:50:19 UTC

The most challenging aspect for me is building inquiry activities that take little time.
Last year I have done some IBSE activities (learned during a course I've attended in Italy) and I was very satisfied about the effects in my students. But the problem is that we have a lot of contents and skills to improve in our students and not enough time to do it in the best way.

Mariapia, Italy

mariapia_borghesan — 2016-09-16 20:17:35 UTC

The most challenging for me is build inquiry activities that take a little time.
It's also difficult for me change my way of teaching after more than 25 years!

Eliana,Italy

eliansum — 2016-09-16 22:08:12 UTC

The most challenging item for me is switch from lecturing to discussing with my students.

Ana Martinčević

novoselic_ana — 2016-09-17 07:03:33 UTC

OŠ "Mladost", Osijek
Responding to a question I received:
Towards a student-centered approach
Your teaching style is towards a student-centered approach. Your classes include both lecturing and discussion. During activities, students have several degrees of freedom and you try to cover both content and the development of students' skills.
Out of the things to think about:
Not having control over an entire activity.
Worry about my students asking me about something I do not know about.
Discourage my students from speaking their minds when they are not sure if they are right.
Focus on developing students' skills rather than focusing on content.
Build inquiry activities that take little time.
Switch from lecturing to discussing with my students.

Most felt I had no control over the situation in class, I would not know what all I ask and that some may have discouraged because of me, but I do not want nothing.

Panagiota

argiry — 2016-09-17 08:57:57 UTC

Most of us ,we could study the subject of lesson ,we teach (laws in physics, equation in mathematics), but how can we cultivate scientif skills to our students?How can we enage them to science? How can motivate them in learning space? How can we persuade them that if there are space exploration we haven't many material making our life more confortable?

Onur/Turkey

onurkalafat67 — 2016-09-17 14:15:01 UTC

As being an EL teacher in Turkey, the biggest challenge is teaching skills most of the time. Why? We evaluate mostly students' knowledge in the exams. That means we ask structure most of the time. If I try to assess reading skills, my students don't read mostly, in their free time. That's not true for educated parents' kids or for 2-3 of my students in my classrooms. In big cities like İstanbul - Ankara that may not be a problem.However, in villages or in small cities, parents aren't educated mostly. we also aren't able to find enough reading resources in schools.
For example, If I wanted to teach listening skills. How can I assess it in the exam. That's another question. Students are misbehaving generally while most of them listening; some of them may cause lots of noise. I think about that for many years. We generally behave like most of the teacher community. I wish I could teach four skills in English. Because of that the biggest challenge is "not having control over an entire activity" for my my situation.

Kalliopi Perri, Greece

kalliopiperri — 2016-09-17 15:25:18 UTC

The truth is that our English books for primary pupils in Greece are really boring. They re very dense and I feel " lost" when I look at their pages. This is what I feel insecure about. I always want to connect the books units ti things I find very exciting like art, movement, astronomy, philosophy, manners, feelings, communication, global citizenship. When we open the book, it's like I'm entering a danger zone because I don't like the appearance and, most of the times, the content. I think that my pupils can grasp my insecurity and maybe feel a little puzzled or uncertain. I try to escape this situation by participating in projects with schools from other countries (etwinning). In this way I feel that my pupils are more "alive" and participating.

Dhurata /Albania

2016-09-17 16:17:32 UTC

Worry about my students asking me something about I don’t know about.

Student-centered approach
You follow what we would call a student-centered approach. Your classes are based on discussion with your students and they have several degrees of freedom when it comes to hands-on activities. You focus heavily on developing your students’ skills but you also make sure you cover some specific content.

Competences

crimux — 2016-09-17 16:58:31 UTC

Swaroop Suresh, India

swaroop_the_hope — 2016-09-17 18:27:03 UTC

I am a biology teacher and for the last 17 years i have been teaching and i have experienced a change in my teaching approach from Teacher-centered to Student-centered .

According to me , the two biggest challenges are :
01. Worry about my students asking me something about i don't know about.
In most cases, an inquiry approach stimulate the students to explore to new areas and may force them to step away from the topic and lead them to ask many questions . As a teacher , i have a challenge to enrich myself with understanding and knowledge about various subtopics associated with the main topic.
02. Build inquiry activities that take little time.

As the inquiry based activities are student driven one, its very difficult to build activities that take little time.

Swaroop S

swaroop_the_hope — 2016-09-17 18:27:04 UTC

Yıldız/ TURKEY

ykanlioz — 2016-09-17 18:28:02 UTC

Since I am an eTwinner I always explore new methods in education. But astronomy is a new field and I join a project last year. So I saw that also primary students can create new ideas about astronomy. I like to build inquiry activities that take little time.

mariA

schillaci_m — 2016-09-17 18:38:50 UTC

schillaci_m — 2016-09-17 18:38:52 UTC

MARIA/ITALY

schillaci_m — 2016-09-17 18:38:53 UTC

My biggest concern is that of not being able to teach my students to learn to learn .

José Gnçalves / Portugal

eufisica — 2016-09-17 19:22:19 UTC

I must say that the difficult is to develop skills and learning the content in any activity at the same time.

Constantina Stefanou, Cyprus

constantinastfn — 2016-09-17 20:50:34 UTC

I find it difficult to focus on developing students' skills rather than focusing on content because they are not used in such a way of learning. Also, I am not sure of the way I can asses the skills I will try to develop to them.

Elisa Persico/ Italy

persico_elisa — 2016-09-17 21:11:17 UTC

I think that a student centered lesson is, at least for me, something difficult to obtain. Infact, sometimes I am afraid of not having control over an entire activity, especially if a student ask me somthing that I haden't imagine before. Besides, it is not obvious to switch from lecturing to discussing in a controlled way; I mean, my middle school students sometimes are so excited by what they discover that they loose the sense of respect for the othet's opinion. Summarizing, I am fascinated by this approach but I thick it cuold be difficult to manage.

Daniela Bunea, Romania

arghir_daniela — 2016-09-18 05:51:01 UTC

As a language teacher, I understand that my students’ active involvement in the learning process can lead to a more effective knowledge construction, with students and teachers as collaborators in building learning through testing, reflecting and practising skills. As of now though, I work in a traditional classroom, and my replacing it with an inquiry-based learning environment would take some work. Building inquiry activities that take little time seems to me the most challenging because unfortunately there is so much to be done with so many students at a time.

Petra, Czech republic

bohape — 2016-09-18 06:54:39 UTC

Basically, I do not find any of these activities challenging much. I am worried only about if my students, after being any my class with let's say students centered approached and inquiry based learning, will succeed in state tests that test knowledge only. I think this is the most challenging thing - the whole school system should be changed.

george,Greece

2016-09-18 07:12:51 UTC

I am trying to change to way I teach in the classroom to more inquiry based learning model because to typical teaching model is not effective to uor students.
It very difficult for me to change my teaching habits but changing is the only way to involve students with knowledge .

M. Antonietta rescigno

AntonellaRescigno — 2016-09-18 11:15:15 UTC

I'm a science teacher, I try to apply the IBSE methodology but I struggled because I only have two hours of class per week and I can not organize short-term research activities

Ireland, Aoife McDonnell

2016-09-18 13:05:23 UTC

As a science teacher, there is scope for active learning within the classroom through self discovery work and experimental designing. It can be difficult to get a balance between skills focus and content knowledge construction. Students and teachers need systems were time outside class is given to further knowledge construction and reflection of content. Repetition of content gives a deep grounding also, some content is needed as memory in this informative age. A surgeon needs to able to recall information on the spot - these memory skills need practice. A pilot needs to undergo regular emergency testing so that they can survive in emergency situations by acting under recall of information. A balance between skills and content is important.

Teresa Faustino, Portugal

tpfaustino — 2016-09-18 13:37:49 UTC

I trying to do more inquiry based learning model but sometimes is not easy because we need more time to prepare classes at home.

Rita Seguro, Portugal

riseguro — 2016-09-18 13:41:23 UTC

I like to question my students a lot, it's part of my way of beeing. I like to provoke them to think and find the answers instead of just asking and wait for automatic answers. Anyway I'm afraid of not having control over an entire activity and also i find it hardhaving IB activities that take little time.

Fátima, Portugal

fatimamoreira — 2016-09-18 14:55:35 UTC

I would like to prepare more inquiry activities, but I would n`t have time to approch/teach the curriculum. In my opinion it is a good way for students learn and develope some Skills.

Iwona Kowalik, Poland

iwona_inka — 2016-09-18 15:02:06 UTC

I am Maths teacher and sometimes like every teacher I have to spend a little time on lecturing new topics. I teach in primary schools, so my students need more help to understand some content but I always try to develop their skills. I never ask them about content. More important is to understand how to solve some problem. Very important is to engage student to learning and creating. When my student give me wrong answer I try to engage him/her to figure out what is wrong with his/her answer. It helps to learn.
I never pretend I know everything. Nobody knows! My student can be my teacher! It is amazing in my work:)

Marija, Croatia

MarijaK — 2016-09-18 15:10:26 UTC

My biggest concern is how to make all of the students interested and participate in one lesson, even with different activities. There are many styles of teaching and learning skills, some kids like to be free to explore and control their time and interests, and some of them prefer straight lecturing with stricted rules and guides. As the teachers we must know them all and adjust our lessons to different learning styles.

Alfredo Italy

alfredo_smiglio — 2016-09-18 15:32:44 UTC

The large task for me is switching from lecturing to discussing with my students.

Songül Kurt/Turkey

songulkurt_80 — 2016-09-18 15:33:36 UTC

The biggest challenging one is that promoting skill-based activities, because generally considering finishing the curriculum on time as a key point, we have inability in promoting skills-based activities, the important thing is to finish the curriculum not to guide the students to be more active, to be cretors and constructors of their own learning

Sirkku/ Turku, Finland

sirkku_alin — 2016-09-18 16:25:38 UTC

I think most challenging for me as a teacher still is the sense of not being in control the whole time and trying to give way to multiple results - trusting the kids to be doing their best. Also switching the focus from content to skills, and finding the balance between these two - is still something I have to really work on in my teaching.

Eunice Godinho - Lisbon, Portugal

eunicegodinho — 2016-09-18 16:51:01 UTC

My main concern on working with inquiry is
not build inquiry activities that take litte time and therefore not meeting the entire curriculum established goals because the curriculum is long and there so many students in the classroom.

Not having control over an entire activity.

mramonperez1 — 2016-09-18 17:25:51 UTC

Not knowing how much time it will take, whether the students will really learn something, and trying to cover all the topics in the curriculum.

Focus on developing students’ "soft" skills - Nuno, Portugal

nunolanca — 2016-09-18 17:47:28 UTC

As a trained scientist, I am more than capable of teaching skills related with my field of study, and science in general. However, l know that my training, done mostly in a lecture based school system, has hampered my capacity to look beyond lecturing. Of the six challenges presented, I picked changing focus from content to skills as the most difficult, but I'm not thinking in skills that we develop as scientist. I'm concerned with the so called "soft skills". I really struggle to manage that aspect of my classroom, although I am perfectly aware that those skills are the ones that "stick" for life.

Agreed, Standard assessment does not match Inquiry-Based teaching and learning.

j_hahn — 2016-09-18 17:59:16 UTC

I had the luxury of working with a very progressive Head of School and was able to experiment and see the many benefits of IBL. However, most of the parents are not in agreement and would really like students to perform well on content-driven exams and have requested IGCSEs to be implemented. Exam driven curricula create quite a time pressure in 'exposing' students to all the material without really providing true opportunities for interacting with all the content. I believe authentic teaching and learning are still possible, but not for all the content required in the time given.

CRISTIANA, ITALYFocus on developing students’ skills rather than focusing on content

anina4_1975 — 2016-09-18 18:48:37 UTC

I think that if your focus is on skill you can only follow IBL

nurgul/Turkey

nurgul_nizamoglu — 2016-09-18 19:08:24 UTC

my result at below

Focus on developing students’ skills rather than focusing on content.

terezaborecka — 2016-09-18 19:08:54 UTC

I think that most important for students is to understand how to set up way or find result for some problem/chalenge and teach them to use their mistakes to learning for next challenges.

Maria?

110961mp — 2016-09-18 19:31:21 UTC

Maria/Greece

110961mp — 2016-09-18 19:31:21 UTC

I think not having control over an entire activity is the most challenging aspect for me.

Cristina G/Italy

cristinagaiotto — 2016-09-18 19:53:30 UTC

INquiry-based teaching is a wonderful methodology which I try to use as much as possible when I teach in my primary fifth grade. Sometimes I feel frustrated though because the levels understanding are so different among my students that setting up the activities is not really easy

onur_oge — 2016-09-18 19:54:17 UTC

verry good...

Focus on developing students’ skills rather than focusing on content.

DrMKCK — 2016-09-18 20:12:21 UTC

Nature of the system I teach in. Content heavy with very little time technically to develop skills

Annamaria, Italy

2016-09-18 20:17:55 UTC

Focus on developing students’ skills rather than focusing on content.

Sinclair, UK

sinclairm1 — 2016-09-18 20:35:08 UTC

I teach physics and general science. I find there is a lot of scope for an inquiry based approach in general science classes with younger pupils. However, there are real time constraints with getting through the physics course as we're working to exam board deadlines. Time can kill any hope of having an inquiry based approach in the senior school.

Maria K/ Greece Time limitation and skills-content balance

mariekant17 — 2016-09-18 20:54:06 UTC

The most challenging aspects for me are 4 and 5. I believe that, while development of skills is crucial and does prove that the student has gained a good grasp of the relevant knowledge, at the same time content should not be overlooked. So we should find inquiry based activities that offer sufficient balance between the two. Moreover, the system I teach in offers specific time available for reaching each learning goal in class. As a result, inquiry activities that can practically fit in the curriculum are a great challenge too!

Aslı, Turkey

yerlikayasli — 2016-09-18 21:06:50 UTC

Actually, the most challenging thing is curriculum. I teach math and it is really hard to teach with inquiry because of the curriculum we have to finish in a year. But some parts like geometrical concepts are so available to do inquiry. But when I povide an inquiry based learning environment, student are more motivated to learn.

The other chellange is how to make control over the students. And it really changes class to class (even the classes will be at the same aged students). It depends on the students, what they wanted to do or say. I solved that challange by getting to know them, what they like, who they like, what are the goals in their lifes, how does she/he like math etc.

We can solve all the problems. My experiences says that you should try inquiry based learning in your classes. First you will afraid, but then you will love your job more than ever. :)

Ana Nojkovska

spasovska_ana — 2016-09-18 22:58:00 UTC

Student-centered approach

I really try to base my classes on discussion with my students and they have several degrees of freedom when it comes to hands-on activities. I try to focus heavily on developing your students’ skills but I also make sure that I cover some specific content.

Elisa Saraiva

elisasaraiva6 — 2016-09-19 07:57:11 UTC

I'm starting to change my teaching aproach and giving my first steps on inquiry. My major dificulty is palnning inquiry activities that I can implement in a short period of time (1 or 2 lessons).

Dragan Kreculj/Belgrade

2016-09-19 09:05:22 UTC

For Technics is needed to realize engineering approach with a inquiry-based teaching...

Not having control over an entire activity

gennaro_elisa — 2016-09-19 10:32:33 UTC

...this is the most challenging for me! Not just to tolerate and manage confusion and noises, rather than because I'm afraid that my student aren't moving in the proper way if the activity will be totally open. I think that the best thing is to find a proper balance between guided and free activities to obtain the best outcome for the students, but this is not so easy to organize for me, at least not for all topics

Mimma Marino

2016-09-19 11:00:02 UTC

I teach natural sciences for two hours a week and to aim at the development of skills using short-term activity is very stimulating because it allows to reach in easy way learnig's goals . In fact, make learning like a game helps the learning teaching process .

v_melloalves — 2016-09-19 16:30:51 UTC

Contents x

Contents x Skills

v_melloalves — 2016-09-19 16:30:51 UTC

My concern is about all the information I want to cover during my classes time. I love to make hands-on activities, but maybe I don´t know all the activities I can do to englobe all the information I want to work with them.

Developing student's skills

elisa_appiani — 2016-09-19 17:08:30 UTC

In my opinion focusing on developing student's skills rather than contents is very difficult but it's fundamental to let them improve their knowledge of the natural world. IBSE is a really interesting method and that it's worth trying.

Enrico Saturno- Primary School

saturnobolano — 2016-09-19 17:51:24 UTC

1 Focus on developing students’ skills rather than focusing on content.
2 Discourage my students from speaking their minds when they are not sure if they are right.
3 Build inquiry activities that take little time.
4 Worry about my students asking me something about I don’t know about.
5 Not having control over an entire activity.
6 Switch from lecturing to discussing with my students.

annag — 2016-09-19 18:24:43 UTC

I am trying to change my approach, as I feel is becoming more and more out of date.
What challenge me most?

Not having control over an entire activity. YES
Worry about my students asking me something about I don’t know about. NOT AT ALL
Discourage my students from speaking their minds when they are not sure if they are right. NOT AT ALL
Focus on developing students’ skills rather than focusing on content. THIS IS MY BIGGER CONCERN
Build inquiry activities that take little time. I DEFINITELY WOULD LIKE TO FIND OUT HOW TO DO IT
Switch from lecturing to discussing with my students. I DEFINITELY WOULD LIKE TO FIND OUT HOW TO DO IT

Dellia

people68 — 2016-09-19 18:24:55 UTC

Indeed, the building inquiry activities takes little time or more and not having control over an entire activity.

Number 1 I suppose. I don't have a problem with developing inquiry activities per se, but I do have a problem with assessing if the vital information was picked up by the student...I can't help it, it comes from teaching in such an exam driven system where the points race is the be all for most.

amandarduggan — 2016-09-19 20:27:47 UTC

I feel that the time is not enought....

pbosetti67 — 2016-09-19 20:27:53 UTC

My big challenge is 5!
Build inquiry activities that take little time is very difficult for me. I need to keep the time under control, since I just have 50 min for each lesson, and when I let my students free to discuss or choose in hands on activities, we usually don't finish in time.

Build inquiry activities that take little time.

quiritcurie — 2016-09-19 21:40:34 UTC

It is very difficult to build sequences that don't take all the time we have.

Number 5

nunofrancis — 2016-09-19 23:28:58 UTC

The inquiries activities often spend more time that we schedule. The curriculum is long and we must teach all the contents but, for me, is more important that the students "Feel Science", that they incorporate Science in their daylife, that they want and pursuit more longlife skills to solve problem and give strong answers.
Can we "navigate" in our classes with this revolutionary instruments?

Angela Metallinou/Athens, Greece

gelametal — 2016-09-20 09:37:02 UTC

1. Focus on developing students’ skills rather than focusing on content.
That is something really unknown to me... usually in Greece we focus on content and lecture in a borrowed classroom... we don't care about any artistic skills that student provide, we culture university focused students.
This is my biggest teaching challenge... to distinguish my students skills and help them develop them...

Number 1

luglielisa — 2016-09-20 13:33:42 UTC

I think to my classes; when students play a task they need to be guided, above all students aged 14 to 16 years.

The lack of control from the teacher usually leads to non-attainment of the students ' activities.

In my experience I realized that it is always important to define the goal, purpose, modalities and times of activities to achieve a result.
Not having control over an entire activity is a gradual process to get along with teacher and students.

5

2016-09-20 17:33:03 UTC

The curriculum is tightly packed and time

Claudia, Italy

2016-09-20 18:53:40 UTC

The most challenghin item from me is Focus on mybstudent skills rather then on content. In fact one must have clearly in his mindDwich are the important skills to be develop by studehns for the single matter.This implies to

Shane Talty, Ireland

stalty_occ — 2016-09-20 21:28:38 UTC

4. It's very hard and time consuming to focus on skills rather than content. If you are used to a content based lecture style lesson it requires a lot of preparation to shift the focus of
lessons to developing students skills and in the process the students learn the content through skills developed. Lots of prep but worth it. Classes are more active and interesting to the students and equally important to the teacher. Especially if you plan on teaching that subject for an entire career. You need to keep it fresh. :-)

Michele - Italy

michele_rapuano — 2016-09-20 21:54:07 UTC

1)Focus on developing students’ skills rather than focusing on content.

2)Switch from lecturing to discussing with my students.

Mirko

mirko_labbri — 2016-09-20 22:41:39 UTC

for me the central issue is not being able to have a meaningfull activity for my students skill development. Allowing them to work with more and more freedom sometimes is not productive at all.

Ellen - Netherlands

2016-09-21 12:29:52 UTC

The most challenging is to build inquiry activities that take little time. I teach 6 year olds and the curriculum is very packed and full. But I think you can use your handbooks differently to create more space for inquirybased learning. But it takes more time to prepare.

mbacita — 2016-09-21 15:43:25 UTC

I reckon the most challenging thing is to build inquiry activities that take little time because it is quite difficult to keep my students focused for a long time and we waste a lot of time when restart working on an activity after a weekend

Inquiry activities that take little time

joy_callanan — 2016-09-21 19:17:10 UTC

Unfortunately today it still remains an exam focussed learning environment in schools in Ireland. There is the Junior Cert (in 3rd year) and the Leaving Cert (6th year). There are syllabi that must be completed for students to pass their exams at the end of the day. Depending on the ability of your students, this can dictate how you deliver lessons. Currently I teach in a school where managing behaviour is creating delays in delivering the required learning material in some instances. The idea of creating a discussion and building on knowledge already known and shared is very encouraging to students. However when you are ultimately bound by an exam at the end of the learning cycle, it may cut short the time you have to develop and carry out inquiry based activities. However going forward, I think I shall try to involve them some more in my lesson plans

Elina

2016-09-21 22:08:07 UTC

The most challenging is to build inquiry activities that take little time. They help them concentrate and get involved with the material that they investigate better than the lecture.

Time and tools!

2016-09-22 16:40:05 UTC

That's what often lacks, but also to focus on the skills isn't simple.

Tina_Time worries

tinamellos — 2016-09-23 14:08:05 UTC

Ιοθλια

tsiol_jul — 2016-09-23 15:17:16 UTC

Ioulia

tsiol_jul — 2016-09-23 15:17:26 UTC

Ioulia

tsiol_jul — 2016-09-23 15:17:40 UTC

teaching in h

Ioulia

tsiol_jul — 2016-09-23 15:17:47 UTC

teaching in high school classes is very difficult to cover the suggested amount of knowledge. But it is also neccessary to involve the students in the way of learning as the students are getting tired very easily. So the lectures do not help either the teacher or the students. Each day I try to give them something to inspire them. These are questions or activities out of the curriculum. Todays inspiration was this, for the lesson of chemistry and biology. As yesterday was the first day o autumn

Ida, Italy

DT22 — 2016-09-24 09:33:20 UTC

Focus on developing students’ skills rather than focusing on content.
Build inquiry activities that take little time

Rosaria Marino

marinorosaria60 — 2016-09-24 14:54:12 UTC

I find it very stimulating the creation of a teaching method based on IBSE. For some time I try to put into practice this methodology. What I need right now is a precise guide for specific routes as my concerns relate to the time to focus on developing skills. So I point out the points:
Focus on developing students' skills, rather than focusing on the content.
Building investigations that take little time.

Maddalena Autiero

2016-09-24 15:23:38 UTC

the main challenge is the management of the class especially if very large . if the discussion is not governed with rigor and attention we risk that it creates a situation a bit chaotic which does not enhance understanding

Manuela Ortigão

mortigao — 2016-09-24 15:29:05 UTC

Build inquiry activities that take little time.

The main challenge is adapt an inquiry activity to the available time in each class.

Andy_gr

andy_miyiaki — 2016-09-24 16:07:44 UTC

Time and the curriculum are our main concerns/restrains and our greatest challenge when it comes to an inquiry activity.

Joan Holte Biering

2016-09-24 18:18:03 UTC

Build inquiry activities that take little time.

I find it quite difficult to find time enogh for the pupils to "go for it", talk and discussion. We are busy because the pupils have to learn a lot demanded from the Ministry of Education.

Reyhan Cunes

2016-09-24 20:02:45 UTC

"Not having control over an entire activity." This seemed challenging but a fine scafolding may compansate it.

Barbara/ italy

vivalascuola123 — 2016-09-25 10:53:38 UTC

Time and capacity of involving students are the challenging step. I agree with all of you for example about management of students during the discussion

Ciaran Dunne

ciarandunne — 2016-09-25 11:16:18 UTC

Like other teachers here, inquiry based teaching is something we all sub-consciously use, however time constraints are a hindrance to making our lessons more and more student centred.

Esin / Turkey

2016-09-25 14:04:35 UTC

I am trying to change to way I teach in the classroom to more inquiry based learning ...

Jpierre / France

jeanpierrebourg — 2016-09-25 16:11:56 UTC

Like many teachers here, I try to make pupils acting in their learning process. Not having control over an entire activity can be a concern along with the fact that enquiry based learning activities are often time consuming.

Glorianne / Malta

user_1412450918 — 2016-09-25 16:52:53 UTC

In the test i got Student centered approach. I like this method very much. I prefer guiding the students through their mistakes than giving them answers. I like to adopt the idea that we all make mistakes and that we learn better from our own mistakes. I try to tell that to the parents too but they don't always agree unfortunately.
I find No.5. as the most challenging because I don't manage to build inquiry activities that much especially in a short time. When I took part in the tablets pilot project in my country, I used to take two lessons to manage to get through an activity.

Sabrina/Italy To assess skills in IBSE

s_izzillo — 2016-09-26 17:51:00 UTC

Thanks to the Amgen Teach training, I could already implement an Ibse lesson in my classrooms. It was not so hard to me, and my students have worked with enthusiastic engagement, improving their exam results in the other disciplines too. Anyway, it's still hard to me to measure the impact of the method on developing scientific skills. I'm working on assessment strategies that prove the effectiveness of ibse to develop desired skills. I would appreciate any help on tests construction.

Cristina G/Italy

2016-09-26 19:06:12 UTC

I find number 6 very challenging and attractive at the same time. I would like to lecture less and less, but even though I really try hard in making my students active in discussions and group work, often I have to face situations in which I end up falling back into a lecturing mode

ceccarellif — 2016-09-26 19:25:47 UTC

the most challenge item for me is not having control over an entire activity, because we often have to manage with problematic students and hands on activity could end in a little bit of caos

Wilson Canelo / Colombia

wcanelop — 2016-09-28 02:24:23 UTC

HI there everybody!
Focus on developing students' skills rather than focusing on content is the most challenging for me due to each group of students has different matters. Instead, I have to prepare different strategy for each group.

Mitanka, Bulgaria

mimetomt1 — 2016-09-30 06:03:19 UTC

Building inquiry activities really takes time and I do worry about my students asking me something about I don’t know about. I'm just an English teacher!

Luminita Moise, Bucharest , Romania

2016-09-30 21:43:30 UTC

„Not having control over an entire activity” is the most challenging for me because time is precious and I want to fulfill my goals ",

5 Build inquiry activities that take little time.

eziopignatelli — 2016-10-02 14:43:36 UTC

From what I can undestand, learning through inquiry may be much more effective, but also much more time-consuming. Time is usually what I found myself short of, and what I feel most anxious about.

Katerina Atmatzidou, Greece

user_1412487490 — 2016-10-03 15:54:35 UTC

Towards a student-centered approach

I took the challenge and here are the results:
Towards a student-centered approach

"Your teaching style is towards a student-centered approach. Your classes include both lecturing and discussion. During activities, students have several degrees of freedom and you try to cover both content and the development of students’ skills." Thinking about this I surely can admit that:
The most challenging for me is to Build inquiry activities that take little time. Because as a mathematician who teaches students at the final level of secondary education in Greece I feel the pressure of time. What will happen if I will not finish the curriculum? The students give national examinations to obtain their entrance to Universities. They take a special exam for it in 4-5 lessons so I have to do the hole curriculum. There is no time to spend for extra activities . Only the necessary extra activities in the minimum time for supporting the lessons. I can not waist time to expand a lesson in two lessons... unfortunately.

Miguel Ángel

enviamealgo — 2016-10-03 19:34:23 UTC

España

Towards a student-centered approach
The most challenging for me is to Build inquiry activities that take little time.

Rui Vieira

miguelvieira_com — 2016-10-04 11:53:37 UTC

I've read the texts and saw the videos carefully. I discovered that my teaching style is towards a student-centered approach. My classes include both lecturing and discussion. During activities, students have several degrees of freedom and I try to cover both content and the development of students’ skills.

Frances

frances_mccarthy — 2016-10-04 17:26:25 UTC

Focus on developing students’ skills rather than focusing on content.

I see groups for short (1h to 1.5h) sessions when they visit my science centre. Groups come for content heavy sessions, which I try to deliver through activities. Skills get lost since I cannot re-visit skills over time.

Nantia Moutsouroufi

k_moutsour — 2016-10-05 16:14:54 UTC

I dream about a student centered classroom with children actively involving in the learning process but I worry about not having control over the completely open hands-on activities. entire activity. I prefer to provide my students with a basic line of work and guide them to deviate from it whenever they want.

Ivan Iuliana

iulyanaivan — 2016-10-05 20:19:32 UTC

The most challenging is to switch from lecturing to discussions with my students.
I introduce topics, present the lesson, but also give the pupils the chance to express their opinions.

Alan Kennedy

akennedy15 — 2016-10-06 12:37:16 UTC

I would have a heavy focus on hands-on practical work as I am teaching in a lab for nearly all of my lessons. A lesson in a lab with nothing practical done (experiment or demo) is a missed opportunity in my opinion. However, it can be difficult to get the balance right between giving the students an open ended inquiry that can be completed safely within a certain timeframe. This is even more of a balancing act for lower ability groups because they often need more guidance than other groups. It's a fine line between guiding them and removing the inquiry aspect of the task.

Rulx Narcisse

2016-10-08 06:37:50 UTC

I think that having lab could be part of teaching but as a special session of the class. We may start with lecture, with questions allowed and having a next rendez vous for hand on labs.

Ida, Italy

DT22 — 2016-10-08 11:11:16 UTC

Discuss and debate are at the centre of this approch.

zois

2016-10-08 12:45:55 UTC

Focus on developing students’ skills rather than focusing on content because I have the curriculum where I need to develop both of them...

António Faria, Portugal

a_nunofaria — 2016-10-08 18:50:02 UTC

Self Reflection Activity
You follow what we would call a student-centered approach. Your classes are based on discussion with your students and they have several degrees of freedom when it comes to hands-on activities. You focus heavily on developing your students’ skills but you also make sure you cover some specific content.

Naya Varouta, Greece

naya_var — 2016-10-09 00:10:27 UTC

The most challenging for me is to build inquiry activities that take little time. The reason is that keeping track of time is already an everyday educational challenge for me and I feel that I cannot control this issue effectively. Although, my students and I find this kind of activities very interesting.

Adriana Cardinot, Ireland

2016-10-09 19:14:42 UTC

The most challenging for me is to build inquiry activities that take little time. During physics classes, I found difficult to develop activities that will involve the students
in a little time.

Gloria, Spain

2016-10-10 04:09:36 UTC

Discourage my students from speaking their minds when they are not sure if they are right.

They find it confusing, they think they always have to find out the correct answer.

Marta Italy

martaronca — 2016-10-11 17:05:21 UTC

I would like improving my teaching style by focusing on developing students’ skills rather than focusing on content; by building inquiry activities that take little time and being more and moreable to switch from lecturing to discussing with my students.

Hafez Murtza

82hafezmurtza — 2016-10-14 10:26:52 UTC

I would like to improve my skill on building inquiry activities that take little time.Normally i think about complicated activities that will take lots of time and expecting student to figure the outcome.By chunking the activities i believe will help my student to learn faster and explore better.

Jeane de Fatima, Rio de Janeiro - Brasil

jeanedefatima — 2017-01-30 16:56:30 UTC

I like to start with an experiment and arouse curiosity, after the questions I present and explain.

Elisa, Italy (Secondary school)

2017-02-21 10:15:30 UTC

Item 4 is the most challenging in my opinion. I always try to make my students understand what a scientific law mean in the real life, and I also try to make them think about it, instead of only give a lecture on it. Anyway, I also think that the concept and the theory are very important, because students need to focus on both the aspects to really understand what happens. Moreover, without the comprehension of the content they won't be totally able to approach scientific careers.

Maria Antonia Vesce, Italy (Secondary school) My style is towards a student-centered approach. My classes include both lecturing and discussion. During activities, students have several degrees of freedom and I try to cover both content and the development of students’ skills.

mariantonia_vesce — 2017-02-27 21:16:41 UTC

2017-05-07 14:52:01 UTC

Try to bring the students closer to the discussion, without fear of being mistaken.
When they find themselves giving wrong answers, through questions and experiments, they lead them to reflect and get the correct answer by themselves

Rebecca Buttigieg, Malta

2017-06-10 14:27:00 UTC

I think the most challenging for me is to focus on skills vs content - to make developing inquiry skills a priority, rather than only use inquiry to get to the content as fast as possible, without taking the time to let the student move through each step at their own pace.

Wind power

marija_vella_19 — 2019-11-19 14:09:06 UTC

Atkins and Link discussed about three different aspects that they observe when using wind power as a form to generate electricity.

According to Atkins wind power is a renewable energy source. Atkins describes wind power as the greatest propitious source in the world because it emits a small amount of pollution, it is efficient and a continuous supply. On the contrary Lind said that wind power has certain drawbacks which include it creates lot of noise, the amount of energy produced from wind power is not equal to the amount of energy produced by fossil fuel and its production is insupportable.

Wind power is a clean source of energy that does not produce dangerous greenhouse gases thus it does not contribute towards global warming. Therefore wind power is better for the environment than fossil fuels. However according to Lind the use of wind power creates a lot of noise. This is attributed due to the use of fan blades as when they revolve they create a lot of noise.

Atkins said that wind power is an effective source of energy mainly because most of the energy produced by wind is mostly generated into electricity. On the other hand Lind said that only 35 percent of the energy produced by wind is actually used to generate electricity. Therefore the energy produced by wind is not sufficient to meet the demands of the whole country.

Atkins said that wind power is a practical use of energy because it is everlasting. But as it is argued by Lind, although wind power is sustainable use of energy the force of the wind varies from time to time. Therefore the amount of energy generated varies from day to day according to the weather.

Elisa, Italy (Secondary school)

ismkaya19781 — 2019-12-18 18:41:26 UTC

ortensiogorostiaga — 2022-03-06 10:59:46 UTC

number 4 and 6

challenges of students about inquiry based learning

2024-04-06 11:47:38 UTC