Facilitator's Guide to Inquire Within, Second Edition
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Description
Demonstrate key strategies for cultivating learners' sense of discovery and advancing student achievement in science!
Based on the best-selling second edition of Inquire Within, this guide helps staff developers and workshop leaders facilitate book study groups, seminars, and professional development events that demonstrate how teachers can implement inquiry-based instruction in the classroom. Facilitators will be able to help teachers understand how children learn science, what scientific inquiry actually is, and what an inquiry-based science classroom looks like. Teachers will discover how to:
- Cultivate a classroom culture of inquiry
- Design investigations or translate existing activities into inquiry-based learning experiences
- Integrate inquiry instruction with grade-level curricular objectives
The chapter-by-chapter study guide features:
- Discussion questions
- Workshop activities
- Chapter summaries
- Handouts
- Resources for extending learning
- Sample agendas for half-day and one-day workshops
- A workshop evaluation form
Aligned with the National Science Education Standards, the Facilitator's Guide to Inquire Within is ideal for staff developers or anyone leading professional development for groups of any size—pairs, small workshops, or large seminars.
Contents
About the Author
About the Author
Introduction
- How to Use the Facilitator's Guide
Chapter-by-Chapter Study Guide: Inquire Within: Implementing Inquiry-Based Science Standards in Grades 3-8 Second Edition, by Douglas Llewellyn
- 1. Becoming an Inquiry Teacher
- Summary
- Activity 1.1: Self-Directed Learning
- Discussion Question
- 2. What Is Inquiry?
- Summary
- Activity 2.1: What Is Inquiry?
- Activity 2.2: Who’s Infected?
- Activity 2.3: What Inquiry Is and What It Isn’t
- Discussion Questions
- 3. Learning Through Inquiry
- Summary
- Activity 3.1: Ice Hands
- Activity 3.2: Herding Cats
- Discussion Questions
- 4. How Do Children Learn Science?
- Summary
- Activity 4.1: Magic Glue
- Activity 4.2: Understanding From a Different Perspective
- Activity 4.3: Misconceptions in Science
- Activity 4.4: Earth-Moon Relationships
- Activity 4.5: Designing Inquiry-Based Investigations
- Discussion Questions
- 5. Creating a Culture of Inquiry
- Summary
- Activity 5.1: What Is a Culture of Inquiry?
- Activity 5.2: Top Ten Reasons Teachers Say They Can’t Do Inquiry
- Discussion Questions
- 6. What Are the Different Levels of Inquiry?
- Summary
- Activity 6.1: Four Approaches to Balls and Ramps
- Activity 6.2: List the Attributes of an Inquiry-Based Lab
- Activity 6.3: Modifying a Traditional Lab
- Discussion Questions
- 7. Designing Investigations
- Summary
- Activity 7.1: Inquiry Versus Problem Solving
- Activity 7.2: “Houston, We Have a Problem.”
- Activity 7.3: Problem Solving Activity
- Discussion Questions
- 8. What Is the Learning Cycle?
- Summary
- Activity 8.1: Using the 5E Learning Cycle
- Discussion Questions
- 9. Knowledge, Skills, and Attitudes of Inquiry-Based Teachers
- Summary
- Activity 9.1: Inquiry Rubric
- Activity 9.2: Inquiry Self-Assessment
- Activity 9.3: What’s Your IQ?
- Discussion Questions
- 10. Using Questioning Skills in Inquiry
- Summary
- Activity 10.1: Planning Questions
- Discussion Questions
- Closing Activity: Instructional Pie
Handouts
- Handout A: Concept Map of Scientific Inquiry (Figure 2.2)
- Handout B: Bottle
- Handout C: Question and Data Table for Balls and Ramp - Station A
- Handout D: Task for Balls and Ramps - Station B
- Handout E: Task for Balls and Ramps - Station C
- Handout F: Task for Balls and Ramps - Station D
- Handout G: Group Discussion Questions After Stations
- Handout H: Methods of Teaching Science
- Handout I: Instructional Pie
- Sample Workshop Agendas
- Workshop Evaluation Forms
Resources for Extending Your Learning
Resources for Extending Your Learning
Index
Index
Additional materials
Description
Demonstrate key strategies for cultivating learners' sense of discovery and advancing student achievement in science!
Based on the best-selling second edition of Inquire Within, this guide helps staff developers and workshop leaders facilitate book study groups, seminars, and professional development events that demonstrate how teachers can implement inquiry-based instruction in the classroom. Facilitators will be able to help teachers understand how children learn science, what scientific inquiry actually is, and what an inquiry-based science classroom looks like. Teachers will discover how to:
- Cultivate a classroom culture of inquiry
- Design investigations or translate existing activities into inquiry-based learning experiences
- Integrate inquiry instruction with grade-level curricular objectives
The chapter-by-chapter study guide features:
- Discussion questions
- Workshop activities
- Chapter summaries
- Handouts
- Resources for extending learning
- Sample agendas for half-day and one-day workshops
- A workshop evaluation form
Aligned with the National Science Education Standards, the Facilitator's Guide to Inquire Within is ideal for staff developers or anyone leading professional development for groups of any size—pairs, small workshops, or large seminars.
Contents
About the Author
About the Author
Introduction
- How to Use the Facilitator's Guide
Chapter-by-Chapter Study Guide: Inquire Within: Implementing Inquiry-Based Science Standards in Grades 3-8 Second Edition, by Douglas Llewellyn
- 1. Becoming an Inquiry Teacher
- Summary
- Activity 1.1: Self-Directed Learning
- Discussion Question
- 2. What Is Inquiry?
- Summary
- Activity 2.1: What Is Inquiry?
- Activity 2.2: Who’s Infected?
- Activity 2.3: What Inquiry Is and What It Isn’t
- Discussion Questions
- 3. Learning Through Inquiry
- Summary
- Activity 3.1: Ice Hands
- Activity 3.2: Herding Cats
- Discussion Questions
- 4. How Do Children Learn Science?
- Summary
- Activity 4.1: Magic Glue
- Activity 4.2: Understanding From a Different Perspective
- Activity 4.3: Misconceptions in Science
- Activity 4.4: Earth-Moon Relationships
- Activity 4.5: Designing Inquiry-Based Investigations
- Discussion Questions
- 5. Creating a Culture of Inquiry
- Summary
- Activity 5.1: What Is a Culture of Inquiry?
- Activity 5.2: Top Ten Reasons Teachers Say They Can’t Do Inquiry
- Discussion Questions
- 6. What Are the Different Levels of Inquiry?
- Summary
- Activity 6.1: Four Approaches to Balls and Ramps
- Activity 6.2: List the Attributes of an Inquiry-Based Lab
- Activity 6.3: Modifying a Traditional Lab
- Discussion Questions
- 7. Designing Investigations
- Summary
- Activity 7.1: Inquiry Versus Problem Solving
- Activity 7.2: “Houston, We Have a Problem.”
- Activity 7.3: Problem Solving Activity
- Discussion Questions
- 8. What Is the Learning Cycle?
- Summary
- Activity 8.1: Using the 5E Learning Cycle
- Discussion Questions
- 9. Knowledge, Skills, and Attitudes of Inquiry-Based Teachers
- Summary
- Activity 9.1: Inquiry Rubric
- Activity 9.2: Inquiry Self-Assessment
- Activity 9.3: What’s Your IQ?
- Discussion Questions
- 10. Using Questioning Skills in Inquiry
- Summary
- Activity 10.1: Planning Questions
- Discussion Questions
- Closing Activity: Instructional Pie
Handouts
- Handout A: Concept Map of Scientific Inquiry (Figure 2.2)
- Handout B: Bottle
- Handout C: Question and Data Table for Balls and Ramp - Station A
- Handout D: Task for Balls and Ramps - Station B
- Handout E: Task for Balls and Ramps - Station C
- Handout F: Task for Balls and Ramps - Station D
- Handout G: Group Discussion Questions After Stations
- Handout H: Methods of Teaching Science
- Handout I: Instructional Pie
- Sample Workshop Agendas
- Workshop Evaluation Forms
Resources for Extending Your Learning
Resources for Extending Your Learning
Index
Index
Additional materials
September 2008 | 56 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Facilitator's Guide | 01/02/2026 | 9781412965828 | $23.95 |
Demonstrate key strategies for cultivating learners' sense of discovery and advancing student achievement in science!
Based on the best-selling second edition of Inquire Within, this guide helps staff developers and workshop leaders facilitate book study groups, seminars, and professional development events that demonstrate how teachers can implement inquiry-based instruction in the classroom. Facilitators will be able to help teachers understand how children learn science, what scientific inquiry actually is, and what an inquiry-based science classroom looks like. Teachers will discover how to:
- Cultivate a classroom culture of inquiry
- Design investigations or translate existing activities into inquiry-based learning experiences
- Integrate inquiry instruction with grade-level curricular objectives
The chapter-by-chapter study guide features:
- Discussion questions
- Workshop activities
- Chapter summaries
- Handouts
- Resources for extending learning
- Sample agendas for half-day and one-day workshops
- A workshop evaluation form
Aligned with the National Science Education Standards, the Facilitator's Guide to Inquire Within is ideal for staff developers or anyone leading professional development for groups of any size—pairs, small workshops, or large seminars.
Table Of Contents:
- About the Author
- Introduction
- How to Use the Facilitator's Guide
- Chapter-by-Chapter Study Guide: Inquire Within: Implementing Inquiry-Based Science Standards in Grades 3-8 Second Edition, by Douglas Llewellyn
- 1. Becoming an Inquiry Teacher
- Summary
- Activity 1.1: Self-Directed Learning
- Discussion Question
- 2. What Is Inquiry?
- Summary
- Activity 2.1: What Is Inquiry?
- Activity 2.2: Who’s Infected?
- Activity 2.3: What Inquiry Is and What It Isn’t
- Discussion Questions
- 3. Learning Through Inquiry
- Summary
- Activity 3.1: Ice Hands
- Activity 3.2: Herding Cats
- Discussion Questions
- 4. How Do Children Learn Science?
- Summary
- Activity 4.1: Magic Glue
- Activity 4.2: Understanding From a Different Perspective
- Activity 4.3: Misconceptions in Science
- Activity 4.4: Earth-Moon Relationships
- Activity 4.5: Designing Inquiry-Based Investigations
- Discussion Questions
- 5. Creating a Culture of Inquiry
- Summary
- Activity 5.1: What Is a Culture of Inquiry?
- Activity 5.2: Top Ten Reasons Teachers Say They Can’t Do Inquiry
- Discussion Questions
- 6. What Are the Different Levels of Inquiry?
- Summary
- Activity 6.1: Four Approaches to Balls and Ramps
- Activity 6.2: List the Attributes of an Inquiry-Based Lab
- Activity 6.3: Modifying a Traditional Lab
- Discussion Questions
- 7. Designing Investigations
- Summary
- Activity 7.1: Inquiry Versus Problem Solving
- Activity 7.2: “Houston, We Have a Problem.”
- Activity 7.3: Problem Solving Activity
- Discussion Questions
- 8. What Is the Learning Cycle?
- Summary
- Activity 8.1: Using the 5E Learning Cycle
- Discussion Questions
- 9. Knowledge, Skills, and Attitudes of Inquiry-Based Teachers
- Summary
- Activity 9.1: Inquiry Rubric
- Activity 9.2: Inquiry Self-Assessment
- Activity 9.3: What’s Your IQ?
- Discussion Questions
- 10. Using Questioning Skills in Inquiry
- Summary
- Activity 10.1: Planning Questions
- Discussion Questions
- Closing Activity: Instructional Pie
- Handouts
- Handout A: Concept Map of Scientific Inquiry (Figure 2.2)
- Handout B: Bottle
- Handout C: Question and Data Table for Balls and Ramp - Station A
- Handout D: Task for Balls and Ramps - Station B
- Handout E: Task for Balls and Ramps - Station C
- Handout F: Task for Balls and Ramps - Station D
- Handout G: Group Discussion Questions After Stations
- Handout H: Methods of Teaching Science
- Handout I: Instructional Pie
- Sample Workshop Agendas
- Workshop Evaluation Forms
- Resources for Extending Your Learning
- Index