From: Ginny Dexter <dext4700@spacelink.msfc.nasa.gov>
Subject: Re: inquiry based learning
Date: Fri, 13 Dec 1996 15:42:32 -0600 (CST)
Very good question Janet! I do the exact king of project with my kids and the timing of your question is perfect for me. Each of my kids select a topic to investigate and become an "Expert" on. The way I ensure somewhAt accurate reporting is that the written/text version is due a week before the art and orals are due. That way I can evaluate and comment on the "content" of their report. I give three grades to this assignment: written, art/visual, oral. I then sit back and say little until the "question-answer" section or "ask the expert"...I then ask questions or guide the discussion so that there is correct clarification. Last week I noted from one oral that we need to discuss the colors of stars and temperature further and have noted that we will read that "section" of our text. I like the fact that you were really listening to the orals: that's REALLY important! I am amazed at how much that my kids are teaching each other and am enjoying sitting back taking more of a "listening and clarifying" role..It is SO much fun! I am dying to have a camera to be able to share my kids work with all of you! Will have to think of a way! gin On Thu, 12 Dec 1996 wecooks@ix.netcom.com wrote: > Dear Everyone, Just got back from my daughter's school where they did their presentations after a quarter > studying different aspects of space. It was cool. Each child had chosen a topic to do alone or with others. > They ranged from Jupiter to aliens to the Big Bang (my daughter's). This is a K-7 school, so > presentations varied greatly in their depth and polish. The kids do all their own work, with the teachers > acting as guides in helping them figure out what they want to do, find material, and work up their > presentation. They also had group-wide field trips, speakers, etc., and some experiments along the way. > "Countdown" was, of course, included, both at school and at home (with all the copies I've made, my kids > have it memorized!). > My question is, I know it's good to have the kids do the work and learn themselves, but when do > you step in and say, no, that's wrong. Some of the presentations had basic errors in science, like: the > moon causes the tides on both sides of the world; the shuttle stays up because there's no gravitity in > space; black holes don't release light, but no knowledge of why; a presentation on white holes, when you > pressed them, they admitted they were just theoretical, but made them look factual. I'm glad the kids were > motivated enuf to do all the work, but it bothers me to think other kids will listen and think somethings's > right because they learned it al school. > When do we step in and correct them? How much telling do we do to ensure that what they learn > and present is actual fact as we now know it? Let's discuss this please, jkc > > Janet K. Cook, Science Instructor, Night Program > > Colorado's Finest Alternative High School > 2323 W. Baker Ave., Englewood, CO 80110 > Phone (303) 934-5786 (2:00 pm-10:30 pm) > Fax (303) 934-9183 > Voice Mail (303)806-2000 x 1904 > > Cook Enterprises Voice Mail (303)692-3872 > ---------- Ginny Dexter Email:dext4700@spacelink.msfc.nasa.gov