7.+Instructional+Events+and+Activities

DAY 1 MORNING SESSION LESSON After the activity the learners will use the information they have gained throughout the morning to create a poster using butcher paper to state what inquiry is, why inquiry is important, the benefits using inquiry, and compare and contrast traditional and inquiry approaches. [|Create a poster activity] || ONE HOUR LUNCH BREAK
 * __ The lesson design for our workshop __**
 * ** Gagne’s Nine Events of Instruction ** || **Session #1** ||
 * 1.Gain Attention || Introduction into Inquiry Workshop getting everyone revved-up and excited about the next two days and what they can expect. ||
 * 2. Inform learners of objectives || The learners will be given an agenda of the events that are to occur in the during the morning session. Also, on the agenda there will be a list of the objectives that they should be able to do by the time they take a break for lunch. [|Morning Agenda] ||
 * 3. Stimulate recall of prior learning || Questions will be asked of the group on their prior experiences using inquiry. ||
 * 4. Present the content || PowerPoint presentation on ‘Why Inquiry?’ [|Link to PowerPoint] ||
 * 5. Provide “learning guidance” || After the presentation of information, the instructor will inform the class of an activity that will help them easily see the difference between a traditional method of teaching and an inquiry method. [|Airplane activity] ||
 * 6. Elicit performance (practice) || The learners will perform the activity, which will be first to create a paper airplane following the directions provided to them by the instructor; once, the paper airplanes are together the learners will try and see whose plane flies the furthest. Then the learners will be given a challenge to create a paper airplane that will stay in the air the longer than the others in the class. After the challenge has taken place the instructor will have the class in groups brainstorm what were the design elements of the paper airplanes that stayed afloat the longest had in common. Then using what they have learned from everyone’s different designs, each group will design a new paper airplane and compete again the other groups in the class to see if anyone can come up with a superior design. [|Directions for Paper Airplane] §
 * 7. Provide feedback || The instructor will walk around the room and provide feedback to the learners as they work on their posters. Formative Checklist ||
 * 8. Assess performance || The instructor will use the [|formative checklist] as the students work through the activities. As a whole class discussion the instructor will wrap up the two activities explaining what the learners hopefully gained from the activites. Then the instructor will have each group in the class discuss what was something new they learned or an insight that they gained from this morning’s session. The instructor will ask the class if they feel like all the objectives were reached during the morning session. Then ask for final questions over the material covered this morning. Once everyone’s questions have been answered the instructor will release everyone for lunch. ||
 * 9. Enhance retention and transfer to the job || Information presented in this lesson should be able to be used back in the learners’ science classrooms. The learners should be able to take what they have learned from the morning session and apply it in their own classrooms. [|Reflection Document]. Even the activity using the paper airplanes could be used in the learners’ classrooms in the same way it was in the workshop by trying to get their students to understand and buy into the idea of inquiry. ||

DAY 1 AFTERNOON SESSION LESSON

to get sound strip kits. ||
 * ** Gagne’s Nine Events of Instruction ** || ** Session #2 ** ||
 * 1.Gain Attention || When the learners come back from lunch they will find plastic strips at the place they are sitting. These plastic strips have little striations in them that when you pull the plastic strip through your hand making sure that your thumb nail is pressed against the side with the striations you can make out the words “Science is fun!” This may take the learners a few minutes to figure out. []
 * 2. Inform learners of objectives || The learners will be given an agenda of the events that are to occur during the afternoon session. Also, on the agenda there will be a list of the objectives that they should be able to do by the time they leave today. [|Link to agenda and objectives] ||
 * 3. Stimulate recall of prior learning || The instructor will connect what was taught during the morning session and explain how traditional labs can become inquiry labs with a little work. ||
 * 4. Present the content || The instructor will introduce the learners to the inquiry framework that has been created by Inquire-tech and thoroughly explain how by using the framework inquiry becomes more accessible to science teachers. [|Link to Framework] ||
 * 5. Provide “learning guidance” || The instructor will show the learners an example of how a common osmosis lab was turned into an inquiry lab using the framework. Link to [|Example of using framework] and original osmosis lab ||
 * 6. Elicit performance (practice) || The learners will be given a cookbook lab and are to use the framework to practice turning this traditional lab into an inquiry lab. Link to cookbook lab ||
 * 7. Provide feedback || As the learners are working to convert a traditional lab into an inquiry lab, the instructor will circulate around the room answering questions that the learners may have and providing feedback to the learners on their progress. When everyone has completed the conversion the learners will share with others in the class their ideas on how to convert the traditional lab into an inquiry lab. At this time the learners will provide feedback to other learners in the class on their inquiry labs. ||
 * 8. Assess performance || Once the learners have seen what others in the class have done, they will self assess their inquiry lab making sure that they have included all aspects of the Inquire-tech framework. The instructor will answer any final questions for day, inform the learners about what they can expect for tomorrow and remind them to bring one of their existing labs to the workshop tomorrow. Then everyone will be released for the day. ||
 * 9. Enhance retention and transfer to the job || Information presented in this lesson should be able to be used back in the learners’ science classrooms. The learners should be able to take what they have learned from the afternoon session and apply it in their own classrooms. The learners now have the framework they need to rework and convert their existing cookbook/traditional labs into inquiry labs. ||

DAY 2 MORNING SESSION LESSON ONE HOUR LUNCH BREAK
 * ** Gagne’s Nine Events of Instruction ** || ** Session #3 ** ||
 * 1. Gain Attention || The attention getter during this session will include a YouTube video: [] of an inquiry lesson to get them thinking about how to guide their students by questioning. This will also prepare students for the role playing activity. ||
 * 2. Inform learners of objectives || The learners will be given an agenda of the events that are to occur in the during the morning session of day 2. Also, on the agenda there will be a list of the objectives that they should be able to do by the time they take a break for lunch. [|Link to agenda and objectives] ||
 * 3. Stimulate recall of prior learning || Students will be asked to discuss what learning looks like in their classroom and compare it to the video. ||
 * 4. Present the content || Lecture on interactions between teacher and students then the teacher-teacher collaboration interactions. ||
 * 5. Provide “learning guidance” || Role play activity will give an opportunity for guidance for this lesson. [|Role play activity directions] ||
 * 6. Elicit performance (practice) || The practice for this lesson will be a series of role plays that will help students become familiar with some of the questions and concerns that will come up during an inquiry lesson. During this portion of the lesson the instructor will provide students with the [|hand-out] that will help students by providing some scenarios to work through using the information that was given earlier in the lesson regarding student-teacher, teacher-teacher, and administration-teacher interactions. ||
 * 7. Provide feedback || The instructor will walk around the room and provide feedback and answer questions of the learners as they act out some of the scenarios. During this time the instructor will pick a few scenarios that they see groups do a particularly good job handling to present to the rest of the workshop so they can get even more feedback. ||
 * 8. Assess performance || Assessing the performance of the role plays will take place as a formative assessment during the role play activity time. The instructor is provided a [|checklist] to help them assess during the workshop. ||
 * 9. Enhance retention and transfer to the job || Information presented in this lesson should be able to be used back in the learners’ science classrooms. The learners should be able to take what they have learned from the morning session and apply it in their own classrooms. Particularly some of the questions about inquiry can be addressed during this workshop instead of in the classroom. This will give the teachers an opportunity to have a plan to deal with certain circumstances. ||

DAY 2 AFTERNOON SESSION LESSON

||
 * ** Gagne’s Nine Events of Instruction ** || ** Session #4 ** ||
 * 1. Gain Attention || The attention getter for our final session will be a pep-talk by the instructor to get the learners excited about creating their own lesson. ||
 * 2. Inform learners of objectives || The learners will be given an agenda of the events that are to occur in the afternoon session of day 2. Also, on the agenda there will be a list of the objectives that they should be able to do by the time we wrap up the class. [|Link to agenda and objectives] ||
 * 3. Stimulate recall of prior learning || The recall will be addressed as we begin the process of creating their lesson. We will discuss the activity of making a lab inquiry then extrapolate to the lesson. ||
 * 4. Present the content || The content will have already been presented during the first three lessons so we will be able to just into the guidance. ||
 * 5. Provide “learning guidance” || Students will be guided into the learning by getting the [|framework] to build off of as well as the pre-activity discussion, and the inquiry lesson [|rubric.] ||
 * 6. Elicit performance (practice) || The practice for this lesson will be design of their own inquiry lesson from a lesson that the student already has. This will be their opportunity to work with the material we have presented and use their own creativity to come up with a successful lesson. ||
 * 7. Provide feedback || The feedback for this lesson will be both formative and summative as the instructor is observing the lessons being designed they can offer help and give immediate feedback to the students. Feedback will also be presented after the lessons are done and submitted for the instructors to view. This section will be done through the mail, but feedback will be given. ||
 * 8. Assess performance || This is the summative assessment for the workshop, to see if the students are proficient in the area of designing inquiry lessons, we have created a [|rubric] that students can use to evaluate themselves; there will be a peer evaluation session, as well as instructor evaluation. The instructor evaluation will be done after the workshop is done in the [|post-workshop reflection]. ||
 * 9. Enhance retention and transfer to the job || To enhance the retention we are asking for students to do a [|post-workshop reflection] . This reflection is to be done after implementation of the designed lesson has occurred. At this point the student can give feedback about design, implementation, student reaction, and reactions of other teachers. We are asking for a direct transfer to the job because the students are designing this lesson to be implemented in their classroom as part of the training.