Ats 3 Hand Out Gabuay La
Ats 3 Hand Out Gabuay La
Ats 3 Hand Out Gabuay La
Subject: : EE 209
Subject Code : MA039
Course: : MAEd- Elementary Education
Course Description Title : Advanced Teaching Strategies-III
Professor : Ruperto N. Torrechiva
Academic Term and School Year : Ist Semester, SY 2023-2024
Topic : Guided Exploratory Approach
Inquiry Process
Laboratory Experimenting
Field Trip
Discussant : Lydia A. Gabuay
Reporter No. : 10
References : https://wwwgudwriter.com.penzu.com
https://www.examples.com.business
: http://slideshare.net
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First task as part of the inquiry based project is to create questions. The best
questions are about things you actually want and need to know. Can your question truly
be answered through your research?
Ask is the broader term, referring to a request for information. Other uses, too, but
the question is about this use. If you pose a question. though, you are more likely asking
for an opinion, and probably introducing a hypothetical situation.
Finding Resources
E -books and audio books apps like Audible and Kindle are great resources for
inquiry-based learning in the classroom as they provide students with access to a wide
range of texts and multimedia resources, which can help to support their research and
inquiry process.
Perception is the way we interpret the world around us. It is how we make sense
of the information that our senses provide us with. Our perceptions are shaped by a
variety of factors, including our biases, experiences, cultural backgrounds, emotions, and
the depths of our consciousness.
PREDICTING
Predicting is an important part of any Inquiry. Predictions are not guesses, but
rather are forecasts of what one thinks might happen based on observations
and prior knowledge. The ability to make logical predictions supports the
development of the ability to formulate hypotheses.
The ability to make good predictions relies on skills such as observing (using
the senses to collect information), sorting and classifying (grouping objects or
events according to their similarities or predetermined groups), and inferring
(making assumptions based on prior knowledge).
Students develop the ability to make reliable predictions when this skill is
modelled by educators. Students also learn what a reliable prediction sounds
like when opportunities are provided for them to share their predictions and
the reasoning behind them as part of the Inquiry process.
PLAN
Once students have identified questions to explore and have made predictions
about the outcome of their explorations, they need to design ways to test their
predictions.
When developing a plan for an Inquiry, students should ask themselves what
they need to do to find answers to their questions. This involves applying
organization skills to identify the methods, tools, materials and sequence of
steps to follow. Another element of planning involves thinking about
where/how to get the information (data) needed and the most appropriate
way(s) to record their data.
Educators can model the planning process by having students brainstorm the
steps that could be taken to conduct a sample Inquiry and then collaboratively
plan the order in which the tasks should logically occur.
INVESTIGATE
The Investigation stage of the Inquiry process is the stage at which predictions
are tested and information and data are gathered.
It is important that educators stress with students the need to observe only
what they actually see/hear/smell etc., and not make assumptions or inferences
at this point in the Inquiry process. “Just the facts” is a good motto to follow
during the investigation stage.
RECORD
As part of the Inquiry process, students consider appropriate ways in which to
record the data that they will be collecting. The preservation of data for later
use is an important part of the Inquiry process.
When planning for documenting and organizing data, students must consider
the kinds of data they will be gathering (e.g., qualitative, quantitative) and
how best to document and organize the data so that it will be useful for
analysis and interpretation. The process of documenting and organizing data
promotes the development of a wide range of written, oral, visual and digital
communication skills such as sketching, labelling, note-taking, journaling,
photographing, videotaping, etc.
Educators should encourage students to obtain as much information as
possible when they record observations and data gathered through inquiries
(e.g., include units of measurement with quantitative data, label apparatus,
and take photographs with date and time stamps).
Analyzing and interpreting data may not always occur in a simple, linear way.
Sometimes additional data is needed, or the data needs to be recorded and
displayed in a different way, in order for the patterns to be discovered. In the
Planning stage, students considered the ways in which they would record the
qualitative and quantitative data they would be collecting.
In the Analyzing and Interpreting stage they find out if the ways they chose to
record the data make the information easy to use, or if they need to rethink and
revise their organization and recording methods for future inquiries.
CONNECT
In the Connect stage of the Inquiry process, meaning is made of the Inquiry
experience through making connections between prior knowledge and new
knowledge and experiences. These connections can occur through individual
reflection as well as through conversations with others.
Connecting should not be seen as the final stage in the Inquiry process.
Throughout their Inquiries students may find that questions arise that can lead
to further learning through Inquiry. Educators should provide opportunities for
students to share these questions and to encourage students to use their
questions to begin new Inquiries
Experiments are performed all around us everyday. Whether they're done to find
out if a cancer curing medication works or to find out how fast water evaporates at certain
temperatures, experiments are constantly performed. However, what separates a simple
experiment from a professionally done experiment is the use of the Scientific Method.
The Scientific Method is a series of organized steps to which an experiment is done. The
Scientific Method helps you plan, predict, research, conclude and maybe even publish
your findings. The Scientific Method will make your experiment more organized, easy to
interpret and learn from.
Experimental - experiments are the most detailed, and they show cause and effect.
An example of an experimental design would be randomly selecting all of the
schools participating in the hand washing poster campaign. The schools would then
randomly be assigned to either the poster-group or the control group, which would
receive no posters in their bathroom.
1. Nature-focused Trips
2. People-Focused Trips.
It's all about the things that people do, and the ways that we do them. Whether it's
looking at the things we've built, the foods we eat, or the jobs we have, if it's about
humans it's a people-focused field trip.
Field trips are most often done in 3 steps: preparation, activities and follow-up
activity. Preparation applies to both the student and the teacher. Teachers often take the
time to learn about the destination and the subject before the trip.
Example Activities :
Upper-Level Performance
Your upper grades are probably prepping for a performance of some kind, either
theatre, music, sports or otherwise. Let them practice the show for the younger grades —
which is a win for both groups.
Local Expert
See if you can find a local expert who relates to a unit you are studying and invite
him or her to do a presentation. Can you find an artist? Zoologist? They'll probably love
the opportunity to give back to the community while sharing something they love, and
you'll get the presentation free or at a steep discount. Hold the event in an auditorium so
it feels extra special.
Cooking Show
Do you know a chef or have connections at a restaurant? See if they'll put on a
cooking show or do a cooking class for young kids. Most chefs will jump at the
opportunity to build relationships with so many little members of the community who
will grow up to be regular patrons of local cuisine.
Art School
Contact a local art school or an art museum for young kids and see if they will
either offer a discount day for students to visit or bring a few of their special activities to
your school. Since this is their target demographic, they'll love the opportunity to build
relationships and advertise with the students.