Confessions of a Middle School Teacher Geek: Confession #4: Summer classes... I can't get enough!!!

When I completed my Master's last spring my husband sarcastically asked me what classes I was taking that summer. Laughing off his comment I assured him I was taking the summer off and enjoying the kids. Fast forward to last August and I had taken a week long Orton-Gillingham training and started a 120 hour inquiry class. So much for the summer off right? I can't help it, I love learning about new strategies and techniques to use with my students. I'm addicted and I am also in love with inquiry-based learning!

At first glance, creating inquiry-based lessons can be overwhelming and down right terrifying! This type of learning completely changes the traditional role of the teacher and student requiring you to get out of your comfort zone. This style of teaching is not for the faint of heart folks but the payoff is well worth it! Just check out some of the positive outcomes:

1. Inquiry-based teaching inspires students to learn more and learn more thoroughly.

2. An inquiry-based curriculum can increase student achievement and narrow the gap between high- and low- achieving students.

3. Inquiry-based teaching methods can benefit culturally and linguistically diverse students and students with special needs.

You can read summaries of the studies that support these outcomes here.

I am pumped about learning how to create and teach inquiry-based lessons this school year. So far the class has helped me realize how misunderstood inquiry has become. As science teachers we often equate hands-on labs with inquiry learning, however, the two are not equal. Many labs will claim to be inquiry in hopes that using the latest buzzword will get you to spend your hard earned dollar, but they are inquiry in name only. Here's how to tell the two apart so you can save your cash for the real deal:

If you can answer yes to most of the following questions you have a cookbook lab:

Does the lab require students to follow step-by-step instructions?
Does the lab focus on verifying information students already learned in a lecture?
Are the students provided the independent, dependent, and controlled variables for the lab?
Are the data tables provided that tell students what data to collect?
Are students told how to analyze the data?
Does the teacher have to give a lot of instructions before the lab begins?

If you can answer no to most of the questions above, you just may have an inquiry lab. Here are some more detailed differences between cookbook and true inquiry labs.

Cookbook Labs:	Inquiry Labs:
Students follow step-by-step instructions.	Students are guided through experimental design.
Lab strongly oriented toward gathering and interpreting numerical data.	Lab strongly oriented toward developing a strong conceptual understanding.
Student activity focuses on verifying information previously communicated in class.	Ongoing intellectual engagement using higher order thinking skills
Very little communication that tends to be one way- teacher to student	Discussion- teacher to student and student to student- driven by intellectually engaging questions.
Students are provided data tables indicating what data to collect. Data tables also provide the values for the independent variable.	Students determine what type of data and how much of it to collect, and how to concentrate data collection.
Students are told which variables to hold constant, which to vary which are independent, and which are dependent.	Students are required to independently identify, distinguish and control pertinent independent and dependent variables.
Students are told precisely how to analyze and interpret data.	Students use their own approaches to analyzing and interpreting data.
Students are told what instruments to use and what data to collect with it.	Students have access to a variety of equipment and are responsible for appropriate use to collect pertinent data.
Conclusion known ahead of time.	Students use results to draw conclusions.
Rarely allow students to deal with error, uncertainty and misconceptions.	Commonly allow for students to learn from their mistakes and missteps.
Less time on task as students/teachers spend lots of time going over instructions.	More time on task as there is a very brief introduction and students create their own experimental design.
Lots direct instruction from teacher covering concepts.	Students discover concepts with their group.
Rarely requires familiarity with the concept or principle being investigated.	Requires students to become familiar with the concept or principle being investigated.
Assumes understanding.	Constructs meaning.