Inquiry Reflective Piece

 

Introduction Engage/Exploratory

• Was the introduction and assessment of prior knowledge using a “think-pair-share” effective enough to engage students and motivate them to solve the problem? (Unfortunately, this could not be completed due to a time constraint. We had to jump right into the lesson.)
• Was using the fictional character Dr. Merriweather an effective and engaging strategy to introduce students to the problem? (Yes, students were focused, paid attention, and thought the tellagmi was awesome.)
• Was using a tellagami an engaging approach to involve students in inquiry? (Yes, students loved the tellagmi and thought it was cool.)

Development - Explore and Explain

• Was using one image and a ThinkLink the best way to model the process students would need to undergo for this lesson? (Yes, students were able to complete the task, see and hearing only one modeling process.)
• Were the images and ThingLink selected to model the process to students engaging and informative? (Yes, the images and ThingLink were imformative for modeling.)

Monitoring Inquiry - Expand

• Were the pictures of artifacts I provided enough for students to make a hypothesis? (Yes,the pictures of artificats were enough for students to make ample hypotheses.)
• Did I create an activity in which students could engage with technology and one another? (Yes, students used Ipads to scan QR codes on websites. Students also had to engage with one another through communicating in groups to complete a task.)
• Were the artifacts students given clear enough for students to understand what their objective was? (Yes, these artifacts greatly linked together, along with the lesson being presented.)
• Was twenty minutes enough time to complete the task? (Since there were not enough Ipads, 20 minutes was not enough. If there were enough Ipads, I believe 20 minutes would be the perfect amount of time.)
• Did I provide enough images and information from the pictures and website links for students to grasp the “big ideas? (Yes, more than enough information and images were provided to students).
• Did the rubric help me to evaluate the student’s inquiry process? (Yes, the rubric allowed me to evalulate student progress because it categorized student progress.)

Closure

• Was using an oral presentation of students finding the best way to allow students to present their conclusions? ( Yes, this allows students to share their findings with their classmates. This also allows students to practice their presentation skills and social skills.)

Independent Practice - Elaborate

• Was using a letter the best way for students to translate the information they learned and the conclusions they came to? (Yes, using a letter allows the student to apply what they have just learned and to make connections with the content.)
• Did the rubrics criteria help me evaluate the student’s ability to write in a clear and concise manner to share information and conclusions? (Yes, the rubric categorizes different aspects that need to be present in the letter, along with a matching grade.
• Was ten minutes enough time for students to complete the task? (Yes, ten minutes was enough time to complete the task. However, if students who need more time, can use more time because this was not a "timed" task since the focus was on content.)