Sentences with phrase «doing inquiry learning»

Not exact matches

When I probe further, I learn they've done their own posting for months or years and have not gotten clients or inquiries as a result.

One learns best, however, by doing it oneself, perhaps starting out with a limited inquiry focused on one of the following elements in parish culture:

But he learned his former company had done work for a state contractor whose gifts to the then - governor, John Rowland, were part of the impeachment inquiry.

«When we get the results of the inquiry, if there are lessons to learn, changes to make, we'll do that,» Cuomo said, adding, «Our investigator will talk to hundreds of people, but it's about the actions of several people.»

Finally, any infrastructure that is built must be useable and intuitive, so researchers and students spend less time learning to use the infrastructure and more time doing critical scientific inquiry.

«The ability to show the seizure behavior visually, [showing] exactly how the recording is done, made the journal a much more attractive option than print only journals,» said Dr. Kuebler, «This low cost system is simple enough to set up in an undergraduate teaching lab and can allow for students to do some inquiry based learning labs on a budget.»

It doesn't seem to be working, until one day he notices that Emily is a little happier than before, and when upon further inquiry, he learns about Charlie, her new friend.

When speaking in relation to the model of inquiry - based learning and the use of iPads for fieldwork in Stage 2 Science, one school leader in particular states: «It's always been fundamental, like a part of our school... but it's actually been a lot easier, having the technology, to go and do inquiry - based learning now...»

When we were designing it we decided to do a year - long teacher inquiry — our action research into modern learning practice and what it should look like in this environment.

While the conversation was rich and rooted in deeper learning and understanding, the inquiry - based discussion did not end within the classroom.

The creative team at Numedeon launched Whyville in 1999 and continues to add educational activities based on the inquiry approach to learning — the theory that people learn better by actively doing and trying rather than passively reading or watching.

After early childhood, schools and society don't do much to nurture a child's sense that not knowing something is OK — that the process of inquiry is how we learn.

Not only do we have this great equipment,» added Gaines, its use is supported through ongoing teacher in - service that enables teachers to use the technology to enhance the instructional process and encourage inquiry - based learning.»

This standard lends itself to inquiry and student - centered learning, since exploration and pattern recognition can be easily done through discussion between peers.

She can do what typical college courses demand (research, analysis, inquiry) and master deeper learning outcomes.

I have read the PISA evidence on cognitive activation and don't see why this would be particularly associated with an inquiry learning approach.

Learning spaces designed for inquiry do not emphasize a demarcation between teacher and student spaces, have no set «front of the room,» create makerspace - type areas for students to create, tinker, and design, and employ instructional pedagogies that push students to ask questions and seek understanding — not listen to information and regurgitate.

This is not to say that teachers should disappear: They must facilitate, consult, and do the intellectual work of designing inquiry - based units and framing learning in order for the model to succeed.

Teachers can create real - world problem - solving situations by designing questions and tasks that correspond to two different frameworks of inquiry - based teaching: Problem - based learning, which tackles a problem but doesn't necessarily include a student project, and project - based learning, which involves a complex task and some form of student presentation, and / or creating an actual product or artifact.

Does instructional design for PL allow for student choices on when, how, and what they learn with a variety of opportunities for inquiry and project based learning?

We do this through a comprehensive enrichment program which emphasizes student choice, inquiry, hands - on activities and project - based learning.

In a six - hour, intense hands - on, learn - from - doing workshop, teachers learn to change any standard into a driving inquiry question.

The majority of teachers reported that they did not use several instructional strategies that might address these issues, such as those relating to student choice, student inquiry, the use of technology and varied texts, and student discussion of text materials and what they have learned.

The movies in themselves do not provide much venue for exploration and learning, but the way science teachers use the movies can promote an inquiry environment where student ideas are generated and tested.

Cassie mostly focused on finding ways to help these students learn about science, but she did not put effort into implementing inquiry activities and finding technology tools to incorporate that may have fostered her students» learning of science.

As you mention in the podcast, (professional) learning is messy, it isn't linear and it isn't a score or number (I might have added that Professional learning models the inquiry process (again, the one we want students to use) and it is supported by our PLN and communities (PLC, CoP) and, when done right, even PD.

Therefore, this paper explores why success in a technology rich inquiry environment did not translate to measurable changes in student learning.

As Moss and Brookhart emphasize, the goal is not to «do» formative assessment, but to embrace a major cultural change that moves away from teacher - led instruction to a «partnership of intentional inquiry» between student and teacher, with better teaching and learning as the outcome.

They are tools that allow teachers to gather information about what students can actually do with what they are learning — science experiments that students design, carry out, analyze, and write up; computer programs that students create and test out; research inquiries that they pursue, seeking and assembling evidence about a question, and presenting in written and oral form.

Teachers move from structured to guided to open inquiry as they do more and more PBL projects with their students, ultimately empowering students to take major ownership of their learning.

Zoe's teaching methods are most influenced by John Dewey, Reggio Emilia, and Seymour Papert who are all strong proponents of teaching / learning through inquiry, making / doing, play, and real - world experiences.

Our educational system promotes a traditional way of teaching that does not always allow for student centered learning — that which promotes inquiry and student choice in learning.

Below are just a few of their inquiries and reflections — don't miss the chance to learn more at the Culmination Event on May 5th!

Both courses — coaching and data - based inquiry — bolstered my professional learning when it was most needed and have directly impacted the work we are doing at RMS.

Do groups in your organization regularly analyze data in a spirit of inquiry and function as a true learning community?

Not only does inquiry drive instructional improvement, but it also allows teachers to experience what we are asking them to lead: learning driven by curiosity.

One of our intentions is to be a laboratory school for San Francisco and the Exploratorium and beyond, so that the work we're doing and what we're learning isn't done in a silo or on an island of privilege, serving just a small number of kids, but rather the curriculum we're developing, what we're learning about inquiry, the individualized learning plans, everything we're doing is open - source, so our impact can be broader than just the four walls of our building.»

Not only does inquiry drive instructional improvement, but it also allows teachers to experience what we are asking them to lead: learning driven by questions.

As they deepen their understanding of agency with additional learn - by - doing lesson plans and mini-projects, they will see how their own agency can increase and they will ask and assess how their students can take advantage of this powerful tool to promote inquiry and problem solving.

Formative classroom walkthroughs involve several elements: Collaborative inquiry that partners teachers and administrators to set and pursue professional learning targets; a laser like focus on evidence from what the students are actually doing and learning during the lesson; and, collegial feedback conversations based on student learning evidence.

My experiences since 1990 have convinced me that we don't have to sacrifice teacher's ownership and commitment to their own learning in the name of scientific study, nor do we have to sacrifice accountability in the name of collaborative inquiry.

Thinking about your school culture, do you and your colleagues — administrators, coaches, and teachers — currently view your daily practice as an important source for collaborative inquiry and professional learning?

As teachers discuss their inquiry learning, they recognize that there is work to be done to ensure consistency between and across grade levels.

They're doing awesome things to drive inquiry based learning.

And why do we not more fully consider that a given student might learn best in one environment for one line of inquiry and in a different environment for another?

These guidelines posit that technology should be «introduced in context,» should «extend learning beyond what could be done without technology,» and should «be used to encourage inquiry, perspective taking, and meaning making» (p. 108).

From the time he responded to my first inquiry via the internet (I learned of this particular truck via Cars.com) through today, Shawn has been professional, extremely courteous and has done everything I can think of to make this a pleasant and simple experience, factors I appreciate as a busy professional and doubly so since I am located in San Antonio, Texas.»

A pervasive curiosity, an objective tolerance that finds all shades of opinion interesting and respectable as long as they do not interfere with liberty of inquiry and belief, a systematic pursuit of truth in spite of traditions and doubts — these, much more than a taste for sentimental botany and rhapsodical astronomy, were the product of the five years or so that Voltaire spent in active pursuit of science at Cirey with Madame du Châtelet; like his heroes, he has learned from science, and achieved in his own way a synthesis, quite different from that of the seventeenth century.

The scientist's laboratory and the artist's studio are places where learning is achieved through open - ended inquiry, a never - ending cycle of thinking and doing, and the belief that failure is an inherent part of the process.

They experimented with new ways of teaching and learning; they encouraged discussion and free inquiry; they felt that form in art had meaning; they were committed to the rigor of the studio and the laboratory; they practiced living and working together as a community; they shared the ideas and values of different cultures; they had faith in learning through experience and doing; they trusted in the new while remaining committed to ideas from the past; and they valued the idiosyncratic nature of the individual.