Monday, September 26, 2016

Fourth Blog : September

The pedagogical shifts are supported by argument driven inquiry in a variety of ways. Shift one focuses on putting the students thoughts into actions by making the students collaborate, ask, questions, analyze, and design or construct. This shift is supported by the steps one through three in argument driven inquiry. In this three steps students collaborate, ask questions, analyze the questions they ask, develop a tentative argument, and design a way of collecting data. Shift two focuses on staying away from traditional learning. Argument driven inquiry is a good way to enhance a lecture, and stay away from teaching traditionally. Although argument driven inquiry should not be used for every lesson or it will become traditional learning. Shift three focuses on helping students make connections to old mastered material while being exposed to new material. Argument driven inquiry allows for this type of learning to occur specially when developing a tentative argument, and looking for the evidence that supports the claim. Shift four focuses on deeper understating of the content and application of the content. Argument driven inquiry can help this shift take place in class if the teacher helps the students develop a question that can create connections between current events and the classroom topic. Shift five focuses on integrating technology and engineering into science standards, once again the guiding question from argument driven inquiry is extremely important. Shift six focuses on helping students understand the importance of science and science inquiry. Through argument driven inquiry this shift is easily applied because it can help students think and analyze science in a different way than they have before. The last shift, shift seven, focuses on reinforcing other subjects while learning science. Argument driven inquiry supports this shift specifically in the sixth step because it asks the student to write a report and a lot of the times the data they analyze to write their report uses math.

I can incorporate argument driven inquiry into Biology in lessons that require critical thinking to fully grasp. Genetics is a good lesson to incorporate argument driven inquiry into. I feel like genetics is a topic with a lot of vocabulary and unless it is fully analyzed it can't be learned. Developing a question about their physical traits for example can grasp their interest, practice vocabulary, and critically think. 
For Example:
Guided question for a student with brown eyes: Why do I have brown eyes if mymom has hazel eyes and my dad has brown eyes?
This question gets the student thinking about physical traits, punnett squares, dominant alleles and other vocabulary.

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