Inquiry Institute 2009

 

 
 
 

 

 

 

 

It is nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of enquiry.
- Albert Einstein, Ideas and Opinions

HOME PAGE

 

Welcome to the home page of a Summer Institute on "Inquiry-Based Science Education" held at Bryn Mawr College in 2009. Like others in the series, this Institute is designed to bring together college faculty and K-12 teachers to discuss current understandings about teaching open-inquiry science throughout the curriculum. Particular emphasis will be given to the development of activities and lessons with daily presentations of materials generated by participants. The Institutes are sponsored by Bryn Mawr College and the Bryn Mawr/Haverford K-16 Collaborations in Science and Mathematics Education with support from the Howard Hughes Medical Institute.

 

 

 

Daily Schedule


9-10:30 - Exploring Topic or Theme of the Day
10:30-10:45 A.M. - Coffee Break
10:45-12 - Presentation of a Classroom Activity or Lesson
12-1 - Lunch
1 - 1:30 P.M. - Group Brainstorm on Activity and Topic/Theme of the Day

1:30 - 2:45 P.M. - Individual Work on Adapting, Building or Critiquing the Lesson from the

Perspective of the Topic/Theme of the Day

2:45-3 P.M. - Break
3 - 3:30 P.M. - Sharing Work/Lesson of the Afternoon

 

 

 

Weekly Schedule

Monday, July 20 A.M. Logistics, Navigating the Home Page, Using Personal Blogs on SerendipInitial thoughts on Inquiry

P.M. Biology of Learning, Inquiry and the Scientific Method. (Wilfred Franklin - Biology)

Reflections from the Forum: Day 1

Tuesday, July 21 A.M. The Brain and Education: Three Loops. (Paul Grobstein - Nuerobiology.)

 

P.M. Pedagogical Topics Related to Inquiry Instruction and Discussion of Teaching Philosophies.

(Wil Franklin, Biology, Bryn Mawr College)

Topic of the Day: Metacognition

Wednesday, Jul 22 A.M. Multiple Perspectives: Structures that build Meta-cognition. (Alison Cook-Sather - Education)

P.M. Work on lesson and discussion of writing a lesson critique

Topic of the Day: Creating Space

Thursday, July 23 A.M. Bubble-ology. (Joyce Theirot - Master Teacher, High School)\

Video of Bubble Activity

P.M. Work on lesson

Topic of the Day: Authentic Assessment

Friday, July 24 A.M. Understanding Scale. (Paul Burgmayer - Master Teacher, High School)

Images for "A walk across a dime"

P.M. Work on lesson

 
WEEKEND
 

Monday Review

Monday, July 27 A.M. Fast Plants and Slow Learning. (Wil Franklin, Biology, Bryn Mawr College)

P.M. Work on lesson

Tuesday, July 28 A.M  Water Chemistry in an Open-ended Lab Format.

(Paul Burgmayer - Master Teacher, High School)

P.M. Work on lesson

Wednesday, July 29 A.M.Exploring Electricity and Circuits.  (Joyce Theirot - Master Teacher, High School)

Video of Exploring Electricity

P.M. Work on lesson

Thursday, July 30 A.M. Three loop, Conflict and Classroom Dynamics. (Paul Grobstein - Neurobiology, Bryn Mawr College.)

Reading Assignment

P.M.  Work on Final Project

Friday, July 31 A.M. Presentations of Final Projects, Grantsmanship and Evaluation - End by Lunch -

 

 

 

Index of Contents:

 

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Bryn Mawr College Summer Institutes for K-12 Teachers | Serendip Home

 

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Walkacrossadimelabels.ppt2.03 MB

Comments

Steve Cooney's picture

open ended inquiry= great idea - frustrating reality

Sorry I have not gotten back to this forum much this year, but its been a lot more hectic than I'd imagined when I was given a new course to teach as a physics elective to a bunch of intellectually hungry seniors.

I presented the top two sections of my 9th grade Active Physics classes with the opportunity to create a lab to validate Newton's Second Law of Motion; F=m•a. The lack of effort by many (fortunately not all) and the lack of interest in having a chance to creatively design this lab is mind numbing. I'm going to embrace the few kids who have actively worked to do the assignment and 'reward' those uninterested masses with an appropriate grade.

Deborah Hazen's picture

Inquiry....scientific method....ongoing thoughts and ripples

I wonder what it would look like if we could graphically represent the ripple effect of the summer institutes on the wider discourse about science and education? My experience is that while I am participating in a summer institute, I share surprising ideas with anyone who will listen...and when I can't corner someone for discussion I post here or on Facebook. The result is that throughout the year following a summer institute I get emails and letters from folks saying something like, "in light of the ideas you were talking about this summer...I thought you might be interested in..." Pretty neat, right?!

Well, here is one such "I thought you might be interested" found in a psychology textbook:

"Ask any scientist what he conceives the scientific method to be, and he will adopt an expression that is at once solemn and shifty-eyed; solemn, because he feels he ought to declare an opinion, shifty-eyed because he is wondering how to conceal the fact that he has no opinion to declare. If taunted he would probably mumble something about 'Induction' and 'Establishing the Laws of Nature,' but if anyone working in a laboratory professed to be trying to establish Laws of Nature by induction, we should begin to think he was overdue for leave." --P. B. Medawar

RecycleJack Marine's picture

POsting Objectives in an Inquiry Based Class

Unfortunately, I must post my objective whether the students will be learning through iunquiry or not. At this point I must strive to meet state standards, and in order to do that I have to meet (and post) my objectives before I begin teaching. But students can achieve the objective even if they are learning through discovery. Maybe they won't meet it head-on, but I can tweak the lesson so that they will meet it. I don't think it's optional right now, in Pennsylvania.

Verolga Nix-Allen's picture

Corrollation of Brain & Inquiry

The pm session was very informing but a lot of material to absorb.  When I think of neuronal activity and the  brain and "the cells that fire together are wired together" I now remember that in my searching of the brain connected to music, I did find that if you have taken music lessons in early childhood then your brain is  expanding  and enlarged because of the discipline, concentration and doing the exercises over and over. The neuronal activity must be truly going when creating music, choreography and connecting with the motor part and other parts of the brain. So that's why scientists say that more parts of the brain is in use in music because it uses the sensory, motor, theory, emotions, reflections etc.

Brie Stark's picture

After hearing many

After hearing many introductions this morning (especially about the possible hardships in school districts), I thought, in honor of Apollo 11's epic voyage 40 years ago, this quote was especially applicable to our institute:

"We choose to go to the moon. We choose to go to the moon in this decade and do the other things, not because they are easy, but because they are hard, because that goal will serve to organize and measure the best of our energies and skills, because that challenge is one that we are willing to accept, one we are unwilling to postpone, and one which we intend to win, and the others, too." -John F. Kennedy

Brie Stark's picture

After hearing many

After hearing many introductions this morning (especially about the possible hardships in school districts), I thought, in honor of Apollo 11's epic voyage 40 years ago, this quote was especially applicable to our institute:

"We choose to go to the moon. We choose to go to the moon in this decade and do the other things, not because they are easy, but because they are hard, because that goal will serve to organize and measure the best of our energies and skills, because that challenge is one that we are willing to accept, one we are unwilling to postpone, and one which we intend to win, and the others, too." -John F. Kennedy


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