- Slides: 20
Elementary Math Tara Howard Salyersville Grade School Magoffin County
Our hopes for this session o To become familiar with the Inquiry Design Model to engage students in compelling, relevant learning experiences. o To anchor the conversation in the “WHY” this design is important to student achievement. o To explore units developed by classroom teachers in elementary, middle and high across content areas. o To provide thoughtful input to inform the revision process
Three Components: The IDM Series Component I Questions Component II Tasks Component III Sources
z. Traditionally mathematics has been perceived as a difficult subject to incorporate inquiry into. z. Most of us were taught using direct instruction or lecture style. §Students often are taught only the algorithms §Workbooks, worksheets z. Move from independent to collaborative learning
Why IDM and Math?
Why the IDM and Math Combination? z. This method requires more than remembering a fact or plan. z. A child’s natural curiosity is addressed. The “why? ”. z. Students reveal misconceptions during this process. z. RELEVANCY z. Staging the question will lead to connection to pre-existing schema.
How do I Begin? z. Think of a relevant question relating content to student interests. This is your Compelling Question. z. Build a unit around this question. z. Summative tasks should be planned in a way that students get the skills/information they need to answer the Compelling Question.
What are the Results? For Students: z. Exploration z. Engagement z. Real-world applications z. Discovery of content relationships
What are the results? For teachers: z. It’s all on one sheet. Time saver! z. You can rest assured that students UNDERSTAND the content and it has not just been drill and kill!
Social Studies (6 -8) Jessica A. Francis Herald Whitaker Middle School Magoffin County
IDM™ Follows C 3 Inquiry Arc If students are asked a COMPELLING QUESTION … In the middle are the SUPPORTING QUESTIONS, FORMATIVE TASKS, and SOURCES Students answer in the form of a SUMMATIVE ARGUMENT
Why IDM for your students? z. Students get engaged! z. Students think on a deeper level – changing what they are able to create z. Allows for cross-curriculum learning z. Students get creative!
Why IDM as a teacher? z. Students get engaged! z. Student outcomes are more easily focused on their summative and formative tasks. z. IDM allows you and your students to have fun with lessons z. Students get creative!
My 1 st IDM Journey
My 1 st IDM Journey
So. . Why Use It? z“It will go away in a few years. ” z“I don’t have time to use “another model” z“I’m already letting my kids do creative writing. ” z“Some lessons don’t fit into the model. ”
Inquiry Design Model is designed for deeper learning
Reflections……. . Questions?
Thank you! Now, before you leave. . . o Please give us your feedback! o Remember, there is a wealth of information about the IDM Units located on C 3 Teachers Network http: //www. c 3 teachers. org/ o If you want to learn more, please contact: o Lisa. [email protected] kyschools. us o Tara. [email protected] kyschools. us o Jessica. [email protected] kyschools. us o Kayla. [email protected] kyschools. us o The Holler. org http: //www. theholler. org/resources/