Setting
the
Stage
for
Inquiry
by
Doris
Ash
|
Doing
inquiry
in
the
elementary
classroom
takes
practice
and
preparation-
for
the
teacher
as
well
as
for
the
student.
Where
does
a
teacher
begin?
This
essay
follows
the
experiences
of
one
second-grade
teacher
who
has
devised
her
own
set
of
techniques
for
preparing
her
students
and
their
environment
for
doing
inquiry
investigations.
For
the
past
4
years,
Wendy,
a
second-grade
teacher
with
many
students
of
limited
English-speaking
ability,
has
been
grappling
with
teaching
inquiry
in
her
classroom.
Each
year,
she
develops
new
strategies
based
on
the
events
of
the
past
year.
When
I
entered
her
classroom
recently,
I
was
struck
by
the
fact
that
there
were
a
number
of
established
structures
in
place
that
allowed
her
students
to
do
investigations
in
small
groups.
The
children
were
also
well
versed
in
the
variety
of
skills
and
strategies
that
allow
them
to
begin
to
plan
and
carry
out
their
own
investigations.
I
asked
Wendy
how
she'd
come
to
design
this
arrangement,
what
the
components
were,
and
how
she
prepared
her
students.
The
strategies
and
skills
that
she
had
learned,
I
realized,
could
help
any
teacher
interested
in
inquiry
set
the
stage
for
inquiry
investigations
in
his
or
her
own
classroom.
Wendy's
plan
to
support
inquiry
in
the
classroom
began
with
three
essential
elements.
She
had
put
in
place:
Getting
Ready
for
Inquiry
At
the
beginning
of
the
school
year,
Wendy
begins
by
preparing
her
students
for
doing
inquiry
investigations.
For
the
students,
the
result
is
an
increased
ability
to
ask
questions,
observe,
listen
to
each
other,
get
along
socially,
and
collaborate.
Building
Socialization
and
Communication
Skills.
Throughout
the
school
year
(but
most
especially
during
the
first
few
months),
the
students
practice
their
social
skills,
through
activities
designed
to
help
them
learn
how
to
work
well
with
one
another.
At
first,
Wendy
is
more
worried
about
student
communication--talking
among
themselves,
listening
to
each
other,
respecting
ideas
and
opinions--than
she
is
about
content.
Activities
that
support
these
skills
build
up
the
classroom
climate
and
culture,
and
Wendy
keeps
careful
note
of
how
these
activities
work.
As
the
children
begin
to
work
collaboratively,
she
organizes
them
first
in
pairs,
and
then
in
larger
groups.
"Shadows,"
courtesy
Betty
Mott's
third-grade
classroom,
Tamalpais
Valley
School,
Mill
Valley,
California.
Modeling
and
Practicing.
All
the
while,
Wendy
talks
constantly
with
the
children.
She
finds
out
what
they
understand
and
where
they're
getting
stuck,
and
helps
them
through
any
problems
they
may
be
having.
She
also
helps
them
understand
the
particular
usefulness
of
any
skill
they
may
be
using.
For
example,
she
may
model
the
meaning
of
the
terms
"most"
and
"least"
for
the
children.
After
some
time
practicing
the
use
of
these
terms,
she
will
help
the
children
use
their
new
terminology
in
other
areas
of
content.
Process
Skills.
In
order
to
prepare
her
students
for
doing
investigations,
Wendy
spends
a
considerable
amount
of
time
helping
them
develop
their
process
skills--illuminating
the
processes
they
will
be
using
to
do
inquiry.
For
example,
she
purposefully
plans
activities
that
include
observation
and
questioning,
and
she
models
how
they
work.
The
students
get
to
try
out
their
own
observing
and
questioning
skills,
and
reflect
on
what
they're
doing.
In
this
way,
Wendy
helps
her
students
practice
both
social
skills
and
process
skills,
but
always
in
a
particular
content
area.
Early
in
the
school
year,
she
also
has
her
students
work
in
journals.
They
practice
describing,
observing,
and
keeping
records
in
science,
as
well
as
in
other
curriculum
areas.
Questioning.
Wendy
allows
extra
development
time
for
her
students
to
practice
the
skill
of
questioning.
At
the
end
of
every
activity,
she
allots
time
for
asking
questions.
At
the
beginning
of
the
year,
she
models
appropriate
question
forms,
focusing
on
the
"five
Ws"
of
who,
what,
when,
where,
and
why.
At
first
the
children
practice
asking
open-ended
questions;
later
they
ask
more
specific
science
questions.
This
process
builds
gradually,
until
the
students
are
comfortable
asking
such
questions
as:
"What
will
happen
if
I
do
this?"
and
"How
long
will
it
take
if
I
do
that?"
Over
time,
the
students
also
learn
how
to
categorize
their
questions
into
groups.
A
question
may
be
investigable
or
it
may
already
be
answered,
or
a
student
may
be
unsure
about
the
category
it
fits
into.
Again,
Wendy
models
how
this
is
done,
and
investigable
questions
are
selected
for
future
investigation.
Language
Use.
Wendy
always
models
the
use
of
appropriate
scientific
language
with
her
second
graders.
At
the
beginning
of
the
year,
this
may
involve
the
use
of
words
for
specialized
materials,
such
as
hand
lenses
or
petri
dishes.
Over
time,
she
infuses
additional
terms
into
the
conversation
as
they
naturally
appear
in
investigations.
As
a
result,
words
such
as
vibration
and
pitch
become
part
of
the
students'
day-to-day
vocabulary.
The
"Do,
Talk,
Reflect,
Write"
Cycle.
When
the
students
begin
to
explore
science
topics,
there
is
a
regular
pattern
of
events
that
they
can
expect.
First
they
are
asked
to
do
the
activity.
Then
they
gather
together
to
share
their
ideas
and
questions.
They
reflect
on
their
work,
and
then
write
their
ideas
and
questions
into
their
science
notebooks.
Using
this
process,
each
activity
takes
about
90
minutes.
During
the
group
share
time,
Wendy
assesses
the
students'
ideas
and
offers
suggestions
and
challenges
for
further
work.
Essentially,
she
redirects
their
work
based
on
this
formative
assessment
of
events.
Trying
It
Out
for
the
First
Time
Once
the
foundation
pieces
for
inquiry
have
been
put
in
place,
Wendy
integrates
them
in
a
particular
way.
She
usually
begins
by
selecting
an
instructional
unit,
a
prepackaged
set
of
sequenced
activities
designed
to
develop
a
progression
of
content
ideas
and
skills
in
the
classroom.
During
my
visit,
a
variety
of
musical
instruments
(from
a
"Sound"
module)
were
set
out
on
tables
placed
around
the
room.
Wendy
asked
her
students,
who
were
in
small
groups
of
twos
and
threes,
to
try
out
the
instruments.
While
they
were
experimenting,
Wendy
asked
a
number
of
open-ended
questions.
She
asked
the
students
to
think
about
what
they
had
to
do
to
get
each
instrument
to
make
a
sound,
and
then
what
they
had
to
do
to
change
that
sound.
She
asked
them
to
notice
the
materials
the
instruments
were
made
of,
and
if
the
instruments
had
any
special
features.
These
questions
were
designed
to
stimulate
the
children's
thinking.
They
also
served
as
formative
assessment,
providing
information
about
what
the
children
could
do
and
what
they
still
needed
to
learn.
Working
together,
the
children
had
a
variety
of
experiences,
shared
ideas,
suggestions,
and
points
of
view.
When
Wendy
examines
an
instructional
unit
for
an
activity
like
this,
she
selects
some
basic
scientific
concepts
she
wants
to
highlight--such
as
the
idea
that
sound
is
a
vibration,
which
is
one
focus
of
the
module.
She
is
explicit
about
the
process
skills
that
she
wishes
to
reinforce
with
her
class.
She
reflects
back
to
them
what
she
sees
them
doing,
with
comments
such
as,
"I
noticed
that
you
decided
to
compare
the
sound
the
big
tuning
fork
makes
with
the
sound
that
the
little
tuning
fork
makes...."
Over
time,
the
children
begin
using
the
words
she
has
modeled
and
internalizing
the
requisite
concepts
and
skills.
During
the
first
lessons,
the
children
all
generally
do
the
same
activities.
With
each
activity
they
follow
the
basic
"do,
talk,
reflect,
write"
cycle.
During
these
beginning
phases,
children
focus
on
the
same
process
skills
and
move
toward
selected
big
ideas.
After
each
round,
the
children
come
together
to
discuss
what
they
have
discovered,
and
then
they
write
down
their
results.
By
doing
this,
Wendy
helps
students
develop
their
abilities
to
observe
closely
and
ask
questions
within
a
defined
content
area.
They
have
had
the
opportunity
to
work
on
developing
their
social
and
process
skills,
they
know
how
to
use
individual
discoveries
and
observations
to
build
up
their
conceptual
understandings,
and
they
know
that
their
observations
and
questions
have
value.
With
each
new
cycle,
Wendy
allows
students
more
and
more
latitude
to
expand
their
experimentation--for
example,
in
asking
questions
or
making
predictions.
At
the
beginning
of
the
year,
Wendy
directs
activities,
modeling
each
of
them
explicitly.
In
the
middle
of
the
year,
she
begins
to
allow
students
to
take
more
responsibility,
as
appropriate.
As
they
work,
she
carefully
monitors
small-
and
large-group
discussions
in
order
to
discover
where
the
children's
abilities
and
interests
lie.
This
structure
gives
her
a
manageable
way
to
allow
students
to
work
more
independently.
Doing
the
Investigation
Later
in
the
year,
students
are
ready
to
undertake
independent
investigations.
By
this
point,
they
have
had
the
opportunity
to
work
on
developing
their
social
and
process
skills,
they
know
how
to
use
individual
discoveries
and
observations
to
build
up
their
conceptual
understandings,
and
they
know
that
their
observations
and
questions
have
value.
Now
they
are
ready
to
embark
on
independent
small-group
investigations.
After
the
initial
activities
that
set
the
stage
for
any
inquiry,
the
students
are
encouraged
to
ask
questions.
Wendy
groups
together
similar
questions
to
emphasize
relationships
between
ideas.
The
children
with
the
same
interests
form
small
groups
and
begin
working
together.
They
begin
their
planning
collaboratively
by
listing
the
materials
they
will
need
and
fine-tuning
the
designs
of
their
investigations.
This
takes
time.
Later
in
the
year,
Wendy's
students
may
be
working
on
a
unit
about
mixtures
and
solutions.
In
one
activity,
students
explore
the
characteristics
of
acids
and
bases.
They
have
done
some
preliminary
exploring
with
vinegar
and
baking
soda,
and
they
introduce
new
materials,
such
as
salt
or
baking
soda,
as
they
go
along.
Wendy
uses
this
as
an
opportunity
to
explore
the
idea
of
variables.
"Sound,"
courtesy
Wendy
Cheong's
second-grade
classroom,
Jefferson
School,
San
Francisco
Unified
School
District,
San
Francisco,
California.
To
create
a
minimum
of
disorder,
materials
are
strategically
set
around
the
room,
and
the
children
use
them
based
upon
their
investigation
plans.
The
lessons
are
structured
so
that
a
variety
of
materials
are
available,
and
Wendy
guides
the
children's
access
to
them.
In
the
first
full
inquiry
of
the
year,
Wendy
maintains
an
emphasis
on
the
use
of
process
skills
(questioning,
predicting,
hypothesizing,
investigating,
observing,
interpreting,
and
communicating)
while
planning
and
conducting
experiments,
and
knowing
how
to
make
sense
of
an
activity.
At
this
point,
concepts
such
as
acids
and
bases
are
important,
but
the
major
emphasis
is
on
knowing
how
to
perform
a
"fair
test"--that
is,
knowing
and
thinking
about
variables.
During
the
second
inquiry
investigation
in
the
year,
the
emphasis
shifts
towards
the
larger
scientific
concepts,
as
well
as
testing
the
notion
of
variables.
Wendy's
process
is
a
good
example
of
how
one
teacher
has
adapted
inquiry
teaching
in
a
simple
and
effective
way,
even
with
young
students.
When
the
children
leave
Wendy's
class
at
the
end
of
the
year,
not
only
have
they
learned
information
about
science,
but
they've
also
been
introduced
to
skills
that
will
help
them
become
active,
independent
learners
for
the
rest
of
their
lives.
Extending
Kits
To
Do
Inquiry
Many
teachers
use
instructional
materials
that
come
prepackaged
in
the
form
of
activity
kits.
Most
kits
provide
students
with
valuable
materials
and
a
carefully
chosen
sequence
of
related
activities
that
support
the
learning
of
science
concepts
and
certain
process
skills.
Kits
can
provide
excellent
starting
points
for
teachers
interested
in
moving
toward
more
student-driven
investigations.
But
kits
don't
often
give
students
the
opportunity
to
propose,
plan,
and
carry
out
their
own
investigations.
If
a
kit
is
taught
as
written,
the
questions
and
procedures
are
often
predefined.
The
strategies
here
are
just
a
few
examples
of
ways
in
which
teachers
can
extend
kits
to
provide
more
opportunities
for
their
students
to
do
inquiry
investigations.
Teachers
can
"open
up"
kits
by
giving
students
the
chance
to
work
from
their
areas
of
interest,
and
at
the
same
time
validating
their
questions
and
enriching
their
learning.
By
determining
what
questions
interest
students,
teachers
can
give
emphasis
to
those
interests,
referencing
students'
questions
as
they
are
addressed
by
the
kit's
activities.
Teachers
can
also
extend
or
even
modify
activities
to
address
these
interests
and
questions.
Another
strategy
focuses
on
directions
a
class
can
take
at
the
conclusion
of
a
unit.
After
using
their
kit,
teachers
can
have
students
do
short
investigations
based
on
questions
that
came
up
from
their
kit-based
work.
This
method
is
a
valuable
way
to
reinforce
and
extend
some
of
a
kit's
concepts.
For
instance,
teachers
can
give
students
the
opportunity
to
revisit
one
of
a
kit's
core
activities
and
think
about
next
steps
they
would
take:
what
they
would
want
to
investigate,
what
materials
they
would
need
to
do
their
investigations,
and
how
they
would
use
those
materials.
After
carrying
out
short
investigations,
teachers
could
have
students
share
their
discoveries
with
one
another.
A
third
method
is
for
teachers
to
have
students
base
inquiry
investigations
on
the
scientific
concepts
presented
by
the
kit.
Teachers
can
begin
by
choosing
one
activity
from
the
kit
that
is
intriguing
and
that
involves
some
of
the
kit's
major
concepts,
and
then
help
encourage
students'
questions
about
it.
Students
who
are
already
proficient
in
using
appropriate
process
skills
can
then
be
asked
to
carry
out
extended
investigations
based
on
these
questions.
Teachers
can
then
group
students
according
to
their
interests
and
ask
them
to
propose
plans
for
investigations,
which
they
carry
out
after
consulting
with
the
teacher.
After
they
complete
their
investigations,
students
can
share
their
results,
distributing
the
knowledge
they
have
gained
to
the
rest
of
the
class.
The
teacher
can
use
the
remaining
kit
activities
as
needed
to
reinforce
or
complement
what
the
students
have
learned
so
far.
Each
of
these
approaches
uses
a
kit
as
the
basis
for
developing,
identifying,
and
pursuing
students'
interests
about
the
kit's
materials
and
concepts.
The
process
also
helps
teachers
assess
student
progress.
Working
this
way
allows
teachers
to
offer
students
ways
to
explore
a
complex
subject
in
greater
depth
than
they
would
normally
be
able
to
do.
Fred
Stein
is
a
science
educator
at
the
Exploratorium
Institute
for
Inquiry.
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