“Reflect on how the Lifesaver lesson supports the inquiry process. What is the nature of inquiry learning?”
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Anonymous
said...
Inquiring learning is an excellent tool for engaging students and helping them learn more. By designing experiments that are related to the students lives and allowing them to have fun with it they are more likely to not only complete the minimum requirements of the assignment but become really interested and work hard to make a project they are proud of. Without inquiry learning becomes dull, inauthentic, it has little meaning to the student’s lives and is not likely to stay with them. I think inquiry learning is an important tool to use with any age group and in many different subjects. Natalie Miller
In inquiry learning students own their ideas. The ideas that they create come from their own individual understandings of the world. It is this type of learning that students really learn. It is not memorization. Often items learned through inquiry learning are thoughts that may stay with the student for life. Inquiry learning addresses different learning styles also. I highly enjoyed inquiry learning and I hope to use it in my future classroom.
The nature of inquiry learning supports a child-centered constructivism teaching model. Students are the agents of their own learning, and rather than a teacher “pouring” knowledge into them, they take an active role in deciding what they want to learn about. During this scientific inquiry activity, as a student, I was asked to think critically during every step of the process. Even at the beginning, when given a list of materials, our group brainstormed different ways we could utilize those materials for inquiry based learning. During the process, we came up with our own predictions, and made decisions about how we wanted to map our data. Then, once our data was graphed, we used inquiry based learning to interpret the data, set out some conclusions, and voiced our questions for further study.
The LifeSaver lesson supports the inquiry process in that it lets students explore their own ideas such as what they think happens with timing when sucking on LifeSavers. In the end the students (our classroom) were able to go through a process or experiment to better understand their ideas and come to a better conclusion. Inquiry learning is essential in that it lets us look into questions we have and promotes that learning. When we want to learn or come up with ideas about something and then explore those ideas we learn more on the subject.
What is the nature of inquiry? Having a voice, having an opinion and knowing that the knowledge you have can always be expanded on (hopefully) as well as that change can happen. “Inquiring minds…do want to know!” We wonder, we question, we ponder, we predict, we elaborate, we ask…sometimes we’re right and we tuck that knowledge away, sometimes were wrong and we learn a valuable lesson (again hopefully). I hope to impart to my students that it’s ok to be right and ok to be wrong. Personally, I believe that you learn more when you’re wrong, as with the lifesaver experiment. -Jessica Lee
The Lifesaver lesson supports the inquiry process by asking learners to make a prediction about whether or not color of lifesaver affects the rate at which it melts in their mouth. Learners are then given the opportunity to test their predictions by recording the color of the lifesaver and time it takes to melt. In our exercise we experimented with three lifesavers. Most of the groups concluded that color does affect melt time, with white life savers taking the longest to melt.
The nature of inquiry learning involves asking questions, making predictions, testing those predictions with an experiment and drawing conclusions based on your data. Inquiry learning encourages students to ask questions and wonder about their world. Sometimes students are forced to accept things. However, it is very important to push learners to inquire into things and ask, “Why?” Jolene Ferguson
Inquiry learning provides a practical, experimental application of instruction. It allows for hands-on learning as well as theory, and includes multiple sensory learning methods. This style of learning is able to reach a broad range of students with multiple intelligences and learning preferences. In addition, it can be a lot more fun than just listening to a teacher lecture! The LifeSavers were great!
This lesson allowed us to ask questions and make predictions about what we thought might happen. After actually doing the experiment we had more questions than answers. For example, we noticed that the white was higher, however we didn’t feel like that was a clear enough indicator that color played a factor. We wondered if the absence of dyes had an impact or the sour nature of the white candy or perhaps personal flavor preference. By giving an activity that doesn’t have definitive yes or no answers we were able to think creatively and critically.
The LifeSaver lesson supports the inquiry process in that it lets students explore their own ideas such as what they think happens with timing when sucking on LifeSavers. In the end the students (our classroom) were able to go through a process or experiment to better understand their ideas and come to a better conclusion. Inquiry learning is essential in that it lets us look into questions we have and promotes that learning. When we want to learn or come up with ideas about something and then explore those ideas we learn more on the subject.
The lifesaver lesson supports the inquiry process because it provoked questions before the experimentation. Inquiry is all about finding more information about a topic by asking questions. This lesson provided inquiry before the experiment, and even after, the lesson provoked more questions (i.e. “Why were there such differences in times with same colors among different individuals?”)
The nature of inquiry learning is to answer questions related to the subject or experiment. We however, ended up with more questions at the end of the experimentation. I believe inquiry learning is a continuous cycle. Once a finding or conclusion is made more questions arrive, once those questions are answered more questions are provoked through those findings, and so forth. Inquiry learning would make for a great science unit.
This lesson allowed us to ask questions and make predictions about what we thought might happen. After actually doing the experiment we had more questions than answers. For example, we noticed that the white was higher, however we didn’t feel like that was a clear enough indicator that color played a factor. We wondered if the absence of dyes had an impact or the sour nature of the white candy or perhaps personal flavor preference. By giving an activity that doesn’t have definitive yes or no answers we were able to think creatively and critically.
The LifeSaver lesson was a lot of fun. I could see myself doing something like this in my classroom. I believe inquiry learning is exceptionally strong educational methods in teaching. Students will invariably learn and retain more as they work through problems on their own as well as evaluate different questions, scenarios, and situations through a collaborative process with their fellow students thereby expanding their understanding outside of their own thought and incorporating and processing those of others.
The inquiry process is when students are trying to solve a problem or question through inquiry. They may conduct an experiment, do research, analyze existing data or discover another means to acquire their data. In the Lifesaver lesson, we did a class experiment and gathered the data from each other. We made some observations, hypothesized, experimented, made conclusions and came up with further questions. This is a process we could repeat with the new information and the new experiment would probably look different because we would have new observations to draw from. I like the nature of inquiry learning because through the process students learn a lot. For example, with the Lifesaver experiment, we learned about Excel and moving information from Excel to PowerPoint. It is a natural progression with students enjoying themselves while learning. I think this is the most effective means of life-long learning and I plan on using inquiry based learning in my classroom. Jane Scott
"What is the nature of inquire learning? Everything we do in life is an inquire. We ask questions about how it will affect us.
Today during our work with the lifesavers we inquired about the effect of the color on the duration the candy's melting. We discovered that the color matters, because the color have the flavor that is favorite to each person and that it makes you salive more.Cosequently, the candy will melt faster. Gladis Da Rosa
The Lifesaver lesson supports the inquiry process by requiring us to take the necessary steps to make conclusions. We had to hypothesize what we thought was going to happen, experiment, record and then draw our conclusions. It provided us a way to practice inquiry learning, to actually investigate what we thought and finally examine our results. The interesting thing is that we all did not draw the same conclusions, which shows that results can be interpreted in different ways. Inquiry learning is a great way to motivate students and to get them truly interested in a lesson.
The nature of inquiry learning involves the process of experimentation; taking any situation, obstacle, promise or hope and turning it into an opportunity to ponder, experiment and reflect. The nature of inquiry addresses the most common questions of who, what, when, why and where, but in a thought provoking and inspirational way. The nature of inquiry learning is an active process, where variables may be discovered that inspire creativity and perspective that otherwise might be impossible or difficult to grasp. I really appreciate the beauty of this lesson plan today. I was impressed as to how you could support two distinct learning processes (understanding inquiry and excel fundamentals) together into an engaging experience. I will definitely utilize this practice to foster this spirit of investigation amongst my students as well as assisting them through the navigation of less exciting content areas. That’s it!!! Any and all subjects can be relative and engaging utilizing the concept of inquiry in learning. Thanks for the experience. ~ Kris Hackett
“Reflect on how the Lifesaver lesson supports the inquiry process. What is the nature of inquiry learning?”
Inquiry learning has a more authentic approach. I felt that I was actively involved in all of the steps in the process. We started with a question and did research and experimentation to derive at an answer. The results were amazingly varied. Inquiry learning has a built in motivation because the student is actively seeking information on a topic they are curious about. Students are able to create their own meaning to the lesson and by doing so they are personalizing the experience. This is a more successful and engaging approach to teaching.
The nature of inquiry learning is critical thought,imagination and creativity. Inquiry learning requires that the student thinks about what they already know, asks questions about things they wonder about and makes predictions, uses research to explore possible answers,infers conclusions and then uses this information in order to question further. This process supports the learner into increasingly deeper thought processes (higher-order thinking) and inspires creativity. Kathleen Cunningham
In my experience, inquiry learning is an enjoyable experiment that makes leaning, fun, accessible and applicable to students. Inquiry learning is a way to teach information in an interactive and discovery-oriented setting as opposed to rote memorization or reading about it in a textbook. The student becomes an active participant in the learning process and a player in a real life experience. This method of instruction is far more likely to engage students, enrich their understanding, as well as “stick with them.”
The LifeSaver lesson was a perfect example of inquiry learning. We participated in an experiment and were engaged on many levels. Instead of going through the different technology lessons one by one, we integrated our existing knowledge of technology, as well as our newly acquired technology knowledge in order to complete the project. This gave us a purpose for learning, and using new technology skills.
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20 comments:
Inquiring learning is an excellent tool for engaging students and helping them learn more. By designing experiments that are related to the students lives and allowing them to have fun with it they are more likely to not only complete the minimum requirements of the assignment but become really interested and work hard to make a project they are proud of. Without inquiry learning becomes dull, inauthentic, it has little meaning to the student’s lives and is not likely to stay with them. I think inquiry learning is an important tool to use with any age group and in many different subjects.
Natalie Miller
In inquiry learning students own their ideas. The ideas that they create come from their own individual understandings of the world. It is this type of learning that students really learn. It is not memorization. Often items learned through inquiry learning are thoughts that may stay with the student for life. Inquiry learning addresses different learning styles also. I highly enjoyed inquiry learning and I hope to use it in my future classroom.
Stephanie Stutesman
The nature of inquiry learning supports a child-centered constructivism teaching model. Students are the agents of their own learning, and rather than a teacher “pouring” knowledge into them, they take an active role in deciding what they want to learn about. During this scientific inquiry activity, as a student, I was asked to think critically during every step of the process. Even at the beginning, when given a list of materials, our group brainstormed different ways we could utilize those materials for inquiry based learning. During the process, we came up with our own predictions, and made decisions about how we wanted to map our data. Then, once our data was graphed, we used inquiry based learning to interpret the data, set out some conclusions, and voiced our questions for further study.
Genevieve Wiitanen
The LifeSaver lesson supports the inquiry process in that it lets students explore their own ideas such as what they think happens with timing when sucking on LifeSavers. In the end the students (our classroom) were able to go through a process or experiment to better understand their ideas and come to a better conclusion. Inquiry learning is essential in that it lets us look into questions we have and promotes that learning. When we want to learn or come up with ideas about something and then explore those ideas we learn more on the subject.
What is the nature of inquiry?
Having a voice, having an opinion and knowing that the knowledge you have can always be expanded on (hopefully) as well as that change can happen. “Inquiring minds…do want to know!” We wonder, we question, we ponder, we predict, we elaborate, we ask…sometimes we’re right and we tuck that knowledge away, sometimes were wrong and we learn a valuable lesson (again hopefully). I hope to impart to my students that it’s ok to be right and ok to be wrong. Personally, I believe that you learn more when you’re wrong, as with the lifesaver experiment.
-Jessica Lee
The Lifesaver lesson supports the inquiry process by asking learners to make a prediction about whether or not color of lifesaver affects the rate at which it melts in their mouth. Learners are then given the opportunity to test their predictions by recording the color of the lifesaver and time it takes to melt. In our exercise we experimented with three lifesavers. Most of the groups concluded that color does affect melt time, with white life savers taking the longest to melt.
The nature of inquiry learning involves asking questions, making predictions, testing those predictions with an experiment and drawing conclusions based on your data. Inquiry learning encourages students to ask questions and wonder about their world. Sometimes students are forced to accept things. However, it is very important to push learners to inquire into things and ask, “Why?”
Jolene Ferguson
Inquiry learning provides a practical, experimental application of instruction. It allows for hands-on learning as well as theory, and includes multiple sensory learning methods. This style of learning is able to reach a broad range of students with multiple intelligences and learning preferences. In addition, it can be a lot more fun than just listening to a teacher lecture! The LifeSavers were great!
Natalie Keller
This lesson allowed us to ask questions and make predictions about what we thought might happen. After actually doing the experiment we had more questions than answers. For example, we noticed that the white was higher, however we didn’t feel like that was a clear enough indicator that color played a factor. We wondered if the absence of dyes had an impact or the sour nature of the white candy or perhaps personal flavor preference. By giving an activity that doesn’t have definitive yes or no answers we were able to think creatively and critically.
The LifeSaver lesson supports the inquiry process in that it lets students explore their own ideas such as what they think happens with timing when sucking on LifeSavers. In the end the students (our classroom) were able to go through a process or experiment to better understand their ideas and come to a better conclusion. Inquiry learning is essential in that it lets us look into questions we have and promotes that learning. When we want to learn or come up with ideas about something and then explore those ideas we learn more on the subject.
-Billy Beaumont
The lifesaver lesson supports the inquiry process because it provoked questions before the experimentation. Inquiry is all about finding more information about a topic by asking questions. This lesson provided inquiry before the experiment, and even after, the lesson provoked more questions (i.e. “Why were there such differences in times with same colors among different individuals?”)
The nature of inquiry learning is to answer questions related to the subject or experiment. We however, ended up with more questions at the end of the experimentation. I believe inquiry learning is a continuous cycle. Once a finding or conclusion is made more questions arrive, once those questions are answered more questions are provoked through those findings, and so forth. Inquiry learning would make for a great science unit.
Sara Bailey
This lesson allowed us to ask questions and make predictions about what we thought might happen. After actually doing the experiment we had more questions than answers. For example, we noticed that the white was higher, however we didn’t feel like that was a clear enough indicator that color played a factor. We wondered if the absence of dyes had an impact or the sour nature of the white candy or perhaps personal flavor preference. By giving an activity that doesn’t have definitive yes or no answers we were able to think creatively and critically.
April Nissen
The LifeSaver lesson was a lot of fun. I could see myself doing something like this in my classroom. I believe inquiry learning is exceptionally strong educational methods in teaching. Students will invariably learn and retain more as they work through problems on their own as well as evaluate different questions, scenarios, and situations through a collaborative process with their fellow students thereby expanding their understanding outside of their own thought and incorporating and processing those of others.
~Melody Autry-O’Dell
The inquiry process is when students are trying to solve a problem or question through inquiry. They may conduct an experiment, do research, analyze existing data or discover another means to acquire their data. In the Lifesaver lesson, we did a class experiment and gathered the data from each other. We made some observations, hypothesized, experimented, made conclusions and came up with further questions. This is a process we could repeat with the new information and the new experiment would probably look different because we would have new observations to draw from. I like the nature of inquiry learning because through the process students learn a lot. For example, with the Lifesaver experiment, we learned about Excel and moving information from Excel to PowerPoint. It is a natural progression with students enjoying themselves while learning. I think this is the most effective means of life-long learning and I plan on using inquiry based learning in my classroom. Jane Scott
"What is the nature of inquire learning?
Everything we do in life is an inquire. We ask questions about how it will affect us.
Today during our work with the lifesavers we inquired about the effect of the color on the duration the candy's melting. We discovered that the color matters, because the color have the flavor that is favorite to each person and that it makes you salive more.Cosequently, the candy will melt faster.
Gladis Da Rosa
The Lifesaver lesson supports the inquiry process by requiring us to take the necessary steps to make conclusions. We had to hypothesize what we thought was going to happen, experiment, record and then draw our conclusions. It provided us a way to practice inquiry learning, to actually investigate what we thought and finally examine our results. The interesting thing is that we all did not draw the same conclusions, which shows that results can be interpreted in different ways. Inquiry learning is a great way to motivate students and to get them truly interested in a lesson.
Tiffany Brogan
The nature of inquiry learning involves the process of experimentation; taking any situation, obstacle, promise or hope and turning it into an opportunity to ponder, experiment and reflect. The nature of inquiry addresses the most common questions of who, what, when, why and where, but in a thought provoking and inspirational way. The nature of inquiry learning is an active process, where variables may be discovered that inspire creativity and perspective that otherwise might be impossible or difficult to grasp. I really appreciate the beauty of this lesson plan today. I was impressed as to how you could support two distinct learning processes (understanding inquiry and excel fundamentals) together into an engaging experience. I will definitely utilize this practice to foster this spirit of investigation amongst my students as well as assisting them through the navigation of less exciting content areas. That’s it!!! Any and all subjects can be relative and engaging utilizing the concept of inquiry in learning. Thanks for the experience. ~ Kris Hackett
“Reflect on how the Lifesaver lesson supports the inquiry process. What is the nature of inquiry learning?”
Inquiry learning has a more authentic approach. I felt that I was actively involved in all of the steps in the process. We started with a question and did research and experimentation to derive at an answer. The results were amazingly varied. Inquiry learning has a built in motivation because the student is actively seeking information on a topic they are curious about. Students are able to create their own meaning to the lesson and by doing so they are personalizing the experience. This is a more successful and engaging approach to teaching.
Lisa MacKintosh
The nature of inquiry learning is critical thought,imagination and creativity. Inquiry learning requires that the student thinks about what they already know, asks questions about things they wonder about and makes predictions, uses research to explore possible answers,infers conclusions and then uses this information in order to question further. This process supports the learner into increasingly deeper thought processes (higher-order thinking) and inspires creativity.
Kathleen Cunningham
In my experience, inquiry learning is an enjoyable experiment that makes leaning, fun, accessible and applicable to students. Inquiry learning is a way to teach information in an interactive and discovery-oriented setting as opposed to rote memorization or reading about it in a textbook. The student becomes an active participant in the learning process and a player in a real life experience. This method of instruction is far more likely to engage students, enrich their understanding, as well as “stick with them.”
The LifeSaver lesson was a perfect example of inquiry learning. We participated in an experiment and were engaged on many levels. Instead of going through the different technology lessons one by one, we integrated our existing knowledge of technology, as well as our newly acquired technology knowledge in order to complete the project. This gave us a purpose for learning, and using new technology skills.
-Kessa Dehler
How can i wipe out windows xp from my laptop and reinstall windows Me -the laptops indigenous software?
I be struck by recently bought a acquainted with laptop that is old. The living soul I had bought it from had installed windows xp on it, orderly yet it originally came with windows Me. I fall short of to remove the windows xp because it runs slows on the laptop because it takes up more memory than the windows Me would. Also I want to remove windows xp because it is an wrongful copy. So when I tried to stir one's stumps updates on it, windows would not install updates because the windows xp is not genuine. [URL=http://imjuiom.tripod.com]adoption support washington dshs[/URL]
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Answers :
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