TEMI workshop: tuning the level of inquiry
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The document discusses differentiating instruction by managing cognitive load and creating appropriate challenges for students. It contrasts skills-first and content-first lessons, noting that skills-first lessons focus on learning new skills through modeling and practice while applying known content, while content-first lessons focus on understanding new content through practicing known skills. Sample curriculum pathways show how content and skills can be integrated at different levels for students from years 7 to 8.
TEMI workshop: tuning the level of inquiry
- 1. Tuning the level of enquiry Differentiation: • Managing cognitive load (difficulty) • Creating challenge
- 3. Skills-first lesson Objectives: • Learn new skill (using model and practice) • Apply known content
- 4. Content-first lesson Objectives: • Understand new content • Practice known skill
- 5. Compare the two versions Look at the lesson plans, and think: • How are they different? • How can you integrate each into your scheme?
- 6. Sample curriculum pathway for a skill content Level 0/1 content content Y7 Topic 1 Y7 Topic 6 Level 1/2 Y8 Topic 3 Level 1-3
- 7. Your task Plan what a Mystery would ‘look like’ at different levels: • choose a Mystery (and science topic) • choose a Working Scientifically skill (and Lifeline) • Plan the ‘Explore’ for Level 1 or Level 2 (or both)
- 8. Example • Mystery: Chi • Topic: energy transfer/density • Skill: hypothesise FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 8
- 9. Question for reflection What factors do you consider to choose the most appropriate Level?
Editor's Notes
- #2: Discuss the showmanship aspects that make Deal or no Deal much more engaging than the original card trick…. Premise – Game based on a popular TV show Meaning – Setting out the objectives of the game Justification – To justify all the actions Drama – creating engagement and suspense Risk – why the game has a risk / reward factor Presentation – from cards to TV Show / the use of props
- #3: You can compare teachers’ list of features with the one developed by TEMI partners. This definition is the basis for our approach and curriculum materials. On Basecamp there is a fuller explanation about why each feature is important, and what ‘discrepant events’ are.
- #4: You can compare teachers’ list of features with the one developed by TEMI partners. This definition is the basis for our approach and curriculum materials. On Basecamp there is a fuller explanation about why each feature is important, and what ‘discrepant events’ are.
- #5: You can compare teachers’ list of features with the one developed by TEMI partners. This definition is the basis for our approach and curriculum materials. On Basecamp there is a fuller explanation about why each feature is important, and what ‘discrepant events’ are.
- #6: You can compare teachers’ list of features with the one developed by TEMI partners. This definition is the basis for our approach and curriculum materials. On Basecamp there is a fuller explanation about why each feature is important, and what ‘discrepant events’ are.
- #7: In the model there are three stages in teaching an enquiry skill: 1. The teacher demonstrates or models the skill – and in particular makes explicit and visible the thinking involved. The student basically just copies what the teacher does. 2. The student begins to take responsibility, but the task is made easier by providing support, known as scaffolding. This could be by making the task less complex, breaking it into stages, or only giving the student part of it. 3. The student now takes on most of the responsibility, and practises a more challenging version of the task, with less support. The teacher’s role is now to coach, providing feedback, and asking questions.
- #8: The task is for teachers to adapt an existing lesson by adding a mystery and enquiry structure. In the time available, it is too much work to create a new one from the beginning. Teachers can work together in pairs on the task. It is a good idea to group teachers by subject discipline i.e.. Physicists, chemists and biologists working together.
- #10: The task is for teachers to adapt an existing lesson by adding a mystery and enquiry structure. In the time available, it is too much work to create a new one from the beginning. Teachers can work together in pairs on the task. It is a good idea to group teachers by subject discipline i.e.. Physicists, chemists and biologists working together.