Student: I opened it up, and there was a root inside.
Anne: What’s exciting about the inquiry models that we go far
and above what the curriculum expectations are.
Kids are invested in their learning, and they’re able to transfer
and apply what they’re learning in school to the real world.
school that work Ralston Elementary school
inquiry-based learningguiding students to drive lessons
Lindsay: Inquiry based learning allows the students to be the thinkers.
Teachers begin their lesson with an idea of where they want to end in mind,
but really give the students the opportunity to drive it to that point.
Lindsay: So your job, keep working through your procedure,
when you all agree, I’ll come back and check in with you.
Dawn: We have guided inquiry,
where teachers are guiding students through the curriculum.
D.J.: Okay, find that five milliliters.
Dawn: And then making a shift into student driven inquiry,
where students use that as prior knowledge
and build their own inquiries around that.
We want them to be building the foundation for higher level inquiry,
starting right when we have them in kindergarten.
Lindsay: And once someone finds something,
make sure that you tell the rest of the paleontologists.
Student: We found the skull
Lindsay: [gasps] Oh, you found the skull?
Anne: The teacher’s developing the guided inquiry model based
on the curriculum, but then the students are shaping
where do they want to go with it.
Lindsay: We’re going to go through our lab sheet quickly, and then we’re going
to get into our experimental groups.
They were told that two scientists had a mix-up in their lab.
他们有一些种子 一些卵 而且现在他们不知道哪个是种子 哪个是卵
They had some seeds, they had some eggs, and now they don’t know which are which.
The students had the opportunity
to decide what they thought would be helpful experiments
for us to get to our answer.
Instead of opening with a bunch of information and facts and details,
the students are given a problem, and then they’re the ones
who get to drive the experiments.
Katie: I’m trying to see which one is eggs, and which one’s seeds.
But we don’t know.
So we’re trying to figure out strategies that we can do.
Logan: We make our steps and then we test and see what happens.
Hadley: And we think planting them,
and we think the seeds will grow, and eggs won’t.
Student: I think they’ll get bigger.
学生：是的 所以一旦它们长得更大的话 他们就可能爆裂开
Student: Yeah, so once they get bigger, it would like crack open.
Dawn: Teachers are guiding with questions
and to really get students thinking, and learning how to question themselves.
Lindsay: How might that help us figure
out which are the eggs and which are the seeds?
Floating or sinking?
Student: It might be that the eggs are heavier than the seeds.
Student: I like doing it this way, because you get
to touch what you’re actually doing, instead of just looking at it.
Dawn: Well, we started with the inquiry model in science,
and as we started to see students getting excited about finding answers
to deeper level questions, we saw the power and how
that could be implemented throughout the school day.
D.J.: If you grab a tube of paint, there’s no real connection
to the science behind making that paint.
I want them to see that art is everywhere.
Science is everywhere, math is everywhere.
D.J.: Hey, we are making paint out of household items today.
Student: We started in the art room, following every step of the recipe.
Anne: Kids need background knowledge,
and some conceptual understanding of things.
D.J.: How much salt do we need?
Student: A quarter cup.
D.J.: A quarter cup.
So how many tablespoons is that?
Students: Eight– four!
Anne: The next step is, What do I want to wonder about now?
How do I want to adjust this?
D.J.: You have to form your questions so that you’re not taking
over their creative process, but helping that creative process.
How can you make this paint fit your needs as an artist?
As a scientist, how am going to change or modify this paint so that it works?
So I want you to test that.
And remember to document what you did.
Kendall: We wanted to change the texture,
because ours was a bit too lumpy for our liking
and we added a lot of ingredients.
Dawn: For the inquiry to be successful,
the question has to be appropriate.
And so we really had to teach students what questions would work,
how to model them.
Paval: My question that I had is how could I get this to be a thinner paint
so I can have like one straight line, so it doesn’t splatter everywhere.
Anne: The exciting piece of learning this way is
that we don’t always know what the outcome will be.
It’s a lot of risk involved in allowing your students to kind
of just do some discovery learning on their own.
Paval: I learned that if you’re making paint, you use a liquid substance
to make it thinner, but if you mix too many
of the wrong things, it might just blow up.
Katie: I think this is pretty good!
Anne: We want kids to be critical thinkers, to be problem solvers.
Kids are getting to dig deep into the cause and effect relationships
that occur in every field when we open that up,
it just empowers them to love learning.
Kendall: We really don’t have a limit.
We get to learn how to do this stuff with our own ideas.
It took a lot of time, but we did it.