Remaining questions about Active Learning and Questions about Inquiry by Sandy Lampley https://padlet.com/sandralampley/ityby8v0n4bm Made with a quick smile en-us 2017-09-18 15:04:58 UTC 2017-09-18 16:17:39 UTC hello@padlet.com Questions that still remain about Active Learning sandralampley https://padlet.com/sandralampley/ityby8v0n4bm/wish/188506781
  • The natural selection lesson uses concept maps and exit slips for active learning.  Should you try to use the same types of active learning all the time so students get used to the routine?  Or is it better to use different ones?
  • Should you let students choose sometimes what type of "notes" they take? For example, let them choose to either make a foldable or a concept map.
  • If most activities are collaborative, will students not learn to be self-sufficient? 
  • I understand that many learning situations are being structures so that they are group activities with collaborative efforts. Is this harmful for individuality and does this create within students the idea that they will always be working in groups and make them incapable of independent thought or action?
  • What if the student made an error when calculating and recording results in one or more of the trials? Mistakes could greatly change the outcome of the final population. How ill the teacher notice and catch those mistakes? 
  • With the high frequency of student collaboration in an active learning classroom, what advice/guidance is there with respect to assigning homework (a non-collaborative activity)? 
  • How often is homework/independent study assignments encouraged?


    • ]]>     2017-09-18 15:05:52 UTC https://padlet.com/sandralampley/ityby8v0n4bm/wish/188506781     Inquiry Questions sandralampley https://padlet.com/sandralampley/ityby8v0n4bm/wish/188507736
  • Should teachers engage students in "inquiry" learning for all lessons?
  • In the event a teacher is not able to obtain the "adaptability" that is desired (i.e. "adaptation checklist") in the lab activity, would it be effective if this teacher performed a lab demonstration him/herself and then engage student inquiry during and after demo?
  • Even though Volkmann recommends that teachers do explanation and assign textbook reading after the lab, wouldn't it be a good idea to re-assess what students know before planning an explanation and deciding on reading assignments?
  • What exactly did the authors mean by inquiry?
  • Are there any advantages at all to using cookbook-style labs?
  • What serves as the electrolyte in the rusty nail lab experiment? 
  • the article suggests waiting until after the experiment to give reading assignment and explanations. I can see how teacher explanations could wait, but is it not a good idea to have the students read some sort of introduction to get their minds ready to think about what they will be doing?
  • The students made posters to explain what they observed as they watched the nail over two weeks.  Did each student make their own poster or was this also a group activity?
  • I see the merit in making most labs more student centered in order for them to investigate principles. Some concepts are really difficult to explain. In those instances, are "cookbook" lab exercises useful? Some labs definitely need step by step instructions to work correctly.  
  • How do you help students move in the right direction when they are so far off no amount of struggling will get them on the right track?
  • How do you allow students to design their own lab when you hardly have the time to complete the original cookbook lab?
  • Could you give parts of the inquiry lab for homework, to make more time in class for the actual experiment? Or would that inhibit learning by taking away some of the group collaboration? 

    • ]]>     2017-09-18 15:07:42 UTC https://padlet.com/sandralampley/ityby8v0n4bm/wish/188507736