1. Using the three levels of inquiry framework (Structured, Guided, and Student-Initiated), characterize how inquiry was facilitated in the activity. Identify specific aspects of the activity that demonstrate the level.
We structured the activity in a way that was engaging, activating prior knowledge and then hooking/engaging the students with a video clip. Then we continued structuring when we demonstrated what happens to a nail (iron) as it was being pulled into the magnetic field, the magnets force pulled it in (observed by a student). Then we guided the students, having them lead us to an inquiry question, writing their responses and choosing the one we had the materials and lesson guided to.
Finally we let the students go on their own, create their own procedures, and preform the experiment. This was still guided as me and my partner continued to monitor student progress, give feedback, continue to question where they were going, what they were thinking (and why) and finally we came back together to compare our data and explain our results.
2. What aspects of the activity were most surprising to you as a facilitator? What made these experiences surprising?
The most surprising part was that the data was so inconclusive. We found this was probably due to letting students write their own procedures and next time we may continue to guide this closely and make sure the whole group is following the same procedures next time.
3. What aspects of facilitating the activity were most challenging or difficult, and why?
The most challenging part of the activity, for myself, was trying not to talk too much, give leading information and feed the students with information.. I remembered to hold my tongue and was thoughtful to the questioning suggestions as in the handouts we have received in class and models shown from Dr. Nelson.
4. What interactions seemed to demonstrate student learning most clearly for you, and why?
I could tell students were learning when they were discussing that they needed to consistently put the nail toward the magnet (in the same direction) as they were asking questions like "What if we moved the nail this way, or quickly vs. slowly toward the magnet?" I could also tell they were understanding what the question was as they were writing their procedures which aligned to measuring and collecting data that was applicable to our investigation. In one case a pair of students wanted to measure data in a way that may not have been aligned to the rest of the class and the data we were collected, so we redirected these students reminding them of the inquiry question, clearing up any misunderstandings.
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