Shifting from Activitymania to Inquiry

This article was useful because it pointed out the difference between isolated activites and true inquiry-based instruction. Using activities is a step in the right direction because it's a departure from the teacher-centered approach and gets the students more involved in their learning. However, the author stresses that it's important to "clearly define conceptual goals and the relationships to students' lives and interests prior to selecting classroom activities" (16). If the activity is relatable and helps answer a question that students have in their day-to-day lives, the learning achieved from that activity will be more relevant and meaningful (and therefore, stronger). Another important aspect of this type of learning is that it places science in the hands of everyone--not just those who are "highly intelligent"--because science is less isolated from everyday life.

Along with being relevant, the activity must also be stimulating for the students. I like the idea of providing an activity which will summon up a lot of questions and spark inquiry. Our class did this when we confronted our misconceptions about the solar system and magnets, and for that reason, people seemed much more invested in the learning process. By choosing activities carefully so they spark interest, teachers can encourage a long term inquiry project. However, I do still have concerns about this method. It seems like it woud be difficult to plan out your days, and you would have to make a lot of last minute changes. Maybe it wouldn't bother me to have a flexible classroom, though, because I'm a last minute type of person.

The article also mentioned that the students should create their own rubrics, and I thought this was a very interesting idea. At first, I was unsure because students don't necessarily know the criteria. However, if they had seen one of my rubrics from a previous project, I feel like this could be helpful. I could also create my own rubric to use along with theirs. In my Social Studies Methods class we discussed the concept of "backward design," which involves creating assessments before deciding on the instructional activities. That way, the instruction is more likely to line up with your learning goals. Therefore, students should create their rubrics before they begin their investigation. I think this would give them a sense of direction and even more ownership of their project.