Thinking skills and processes in the inquiry method of teaching Essay Example for Free

Thinking skills and processes in the inquiry method of teaching Essay There is an array of ideas and sometimes bewildering lists of terms used to describe the ways people think. But, what does thinking mean? What are thinking skills? What are higher –order thinking skills? Form the many definitions that have been provided, most include statements which describe abstract intellectual processes and operations. For example, †¢ Thinking is a process involving such mental operations as induction, deduction, classification, and reasoning; †¢ Thinking is a process of dealing with abstractions and discovering the essential principles of things, as contrasted to remaining on the concrete level of facts and specific cases; †¢ Thinking is the ability to analyze and criticize and to reach conclusions based on sound inference or judgment. Most contemporary statements about thinking recognize that thinking skills are not the same as skills associated with more concrete behaviors or physical activities. Consider the following statements provided by Lauren Resnick (1997) about what she calls higher-order thinking: †¢ Higher order thinking tends to be complex. The total path is not â€Å"visible† (mentally speaking) from any single vantage point. †¢ Higher order thinking often yields multiple solutions, each with costs and benefits, rather than unique solutions. †¢ Higher order thinking is effortful. There is considerable mental work involved in the kinds of elaborations and judgments required. From these definitions, obviously, thinking processes and skills people need to activate them are highly complex. Hyde and Bizar (1999) have provided another conception of thinking. Based on recent research in cognition, Hyde and Bizar write about thinking as intellectual processes instead of skills. Like Resnick, Hyde and Bizar point out the complexity of thinking. They also emphasize the importance of thinking about thinking in context. That is, although thinking processes have some similarities, they also vary according to what one is thinking about. For instance, the processes we use when thinking about mathematics differ from those used when thinking about poetry. Because of their complexity, thinking processes cannot be taught using only approaches suitable for teaching concrete ideas and skills. Thinking skills and processes are, however, clearly teachable and most programs and curricula which have been developed rely heavily on classroom discussions. Main Features of Inquiry Method of Teaching Instructional Effects of Inquiry Method of Teaching The inquiry method of teaching is not designed to cover a large amount of learning materials or convey huge quantities of information to early childhood education students. The model has been developed primarily to accomplish three important instructional effects: (1) to help students develop the intellectual skills of asking important questions and seeking answers; (2) to help students acquire the inquiry process skills associated with various domains of human learning, and, most importantly; (3) to help students become independent, autonomous learners confident and capable of learning on their own. Syntax of Inquiry Method of Teaching There are five major phases in the inquiry method of teaching science and mathematics. However, skillful inquiry teachers often vary particular sequencing and syntax. But the general flow of a science or mathematics inquiry lesson consists of five major phases: establishing set and explaining the procedures, presenting a puzzling situation or the problem to the students, helping students gather data about the problem, helping students hypothesize and explain the problem, and helping them analyze their thinking and inquiry processes. Structure of the Learning Environment Unlike the very structured learning environment required of the presentation and direct instruction methods, or the use of small groups required in cooperative learning method, the learning environment in an inquiry method is characterized by wholeclass instruction, open processes, and active students roles. In fact, the whole process of helping students become independent, autonomous learners and of assisting them in becoming confident in their own intellectual skills requires active involvement. Although the teacher and students proceed through the various phases of the lesson in a somewhat structured and predictable fashion, the norms surrounding the lesson are those of open inquiry and freedom of thought and expression. The teacher’s role is not one of dispensing knowledge and truth but instead acting as helper and guide. Procedures for using Inquiry Method of Teaching Conceptually the inquiry teaching model is quite straightforward, and it is easy for beginning teachers to grasp. Effective execution of the model, however, is more difficult. It requires considerable practice, and it requires making specific decisions during the preinstructional (includes deciding on purposes for an inquiry inquiry lesson, choosing and designing a puzzling situation); interactive (includes conducting the lesson, establishing set and explaining inquiry procedures, presenting the puzzling situation, data gathering and experimentation, hypothesizing and explaining) and postinstructional (consists of some type of feedback, assessment, and evaluation) stages of the lesson. Conclusion This research fairly consistently points out that it takes inquiry teaching and strategies associated with higher-level thinking to produce growth in the thought and inquiry processes of early education students. This growth brought about by any inquiry teaching is hoped to give both the teacher and the students the skills they need to become lifelong learners. The researcher further believes that acquiring such inquiry skills builds up self-esteem and confidence and leads to greater academic success. The challenge of using the inquiry method of teaching especially in the sciences and mathematics in the early childhood education is enormous. However, one has to look up to the change you will make in the set of children entrusted to your care. References Bruner, J. (1996). A study of thinking (rev. ed). New York: Wiley. Dewey, J. (1993). How we think (rev. ed). Lexington, Mass. : D. C. Heath. Duckworth, E. (1997). Twenty-four, forty-two, and I love you: Keeping it complex. In K. Jervis and C. Montag (eds. ), Progressive education for the 1990s: Transforming practice. New York: Teachers College Press. Fenton, E. (1996). Teaching the new science and mathematics in elementary schools: An inductive approach. New York: Holt, Rinehart Winston. Hyde A. Bizar M. (1999). Thinking in context: Teaching cognitive processes across the elementary school curriculum. New York: Longman. Newton, F. (1992). Facilitating inquiry in the classroom. Portland, Oregon: Northwest Regional Educational Laboratory. Resnick, L. B. (1997). Education and Learning to think. Washington, D. C. : National Academy Press. Suchman, R. (1992). The Elementary school training program in scientific inquiry. Report to the U. S. Office of Education. Urbana, III: University of Illinois.

The Evolution of Jousting Essay -- Exploratory Essays Research Papers

The Evolution of Jousting Picture, if you will, a knight in shining armor charging on his noble steed down the open stretch toward his enemy. From his great helm, (Jousting Helmet) a detachable sleeve whips in the wind at approximately 30 miles per hour. Just before the two knights meet, they each brace themselves for the impact they know awaits them. The wood splinters fly, and one of the knights is knocked from his steed, spilling his life's blood on the ground. Jousting was a medieval war tactic that later evolved into a sport, testing skill in horsemanship as well as balance and accuracy. Jousting has changed in its use over the years. It was once used in battle, but is now mainly a competitive form of entertainment. Jousting was a mounted form of combat used by knights beginning in the 11th century. It was used mainly to knock the enemy from their horses so they were an easier target for the footmen and could be easily trampled by the horsemen. The point of aim during the most basic form of joust was either the four nails of the opponents shield, or the helm or throat of his armor. The church didn't like the savagery of it because the knight was a Christian warrior whose job was to protect their priests and the church; therefore, jousting was occasionally banished by some churches. It was common belief in this time period that a priest shouldn't die by the sword, so the knight was a sworn protector of them. The knights lived by a code of ethics known as chivalry. This code not only governed their daily life but also the way they fought Despite the banishments and the savagery of the joust, a form of it is still around today. The style jousting is the same today but the price is no longer blood i t is now money. It... .../www.scotfest.com/joustingterms.html JOUSTING: What was it? http://www.jousting.com/jousting.htm Knighthood, Chivalry & Tournament Glossary of Terms http://www.chronique.com/Library/Glossaries/glossary-KCT/gloss_j.htm#judicial%20duel Medieval History. About.com The Devil's Horsemen Jousting at Warwick Castle http://www.cv81pl.freeserve.co.uk/jousting.htm The Free Lancers. Styles of Jousting http://www.faire.net/freelancers/jousting.html The Free Lancers. Gath of Baal National Combat Jousting Tournament http://www.faire.net/freelancers/gath.html US Inernational Jousting Competition 2002 http://www.scotfest.com/jousting.html yahoo. search http://search.yahoo.com/bin/search?p=armour Vale, Malcolm. War And Chivalry. Athens, Georgia: The University of Georgia Press, 1981. The Evolution of Jousting Essay -- Exploratory Essays Research Papers The Evolution of Jousting Picture, if you will, a knight in shining armor charging on his noble steed down the open stretch toward his enemy. From his great helm, (Jousting Helmet) a detachable sleeve whips in the wind at approximately 30 miles per hour. Just before the two knights meet, they each brace themselves for the impact they know awaits them. The wood splinters fly, and one of the knights is knocked from his steed, spilling his life's blood on the ground. Jousting was a medieval war tactic that later evolved into a sport, testing skill in horsemanship as well as balance and accuracy. Jousting has changed in its use over the years. It was once used in battle, but is now mainly a competitive form of entertainment. Jousting was a mounted form of combat used by knights beginning in the 11th century. It was used mainly to knock the enemy from their horses so they were an easier target for the footmen and could be easily trampled by the horsemen. The point of aim during the most basic form of joust was either the four nails of the opponents shield, or the helm or throat of his armor. The church didn't like the savagery of it because the knight was a Christian warrior whose job was to protect their priests and the church; therefore, jousting was occasionally banished by some churches. It was common belief in this time period that a priest shouldn't die by the sword, so the knight was a sworn protector of them. The knights lived by a code of ethics known as chivalry. This code not only governed their daily life but also the way they fought Despite the banishments and the savagery of the joust, a form of it is still around today. The style jousting is the same today but the price is no longer blood i t is now money. It... .../www.scotfest.com/joustingterms.html JOUSTING: What was it? http://www.jousting.com/jousting.htm Knighthood, Chivalry & Tournament Glossary of Terms http://www.chronique.com/Library/Glossaries/glossary-KCT/gloss_j.htm#judicial%20duel Medieval History. About.com The Devil's Horsemen Jousting at Warwick Castle http://www.cv81pl.freeserve.co.uk/jousting.htm The Free Lancers. Styles of Jousting http://www.faire.net/freelancers/jousting.html The Free Lancers. Gath of Baal National Combat Jousting Tournament http://www.faire.net/freelancers/gath.html US Inernational Jousting Competition 2002 http://www.scotfest.com/jousting.html yahoo. search http://search.yahoo.com/bin/search?p=armour Vale, Malcolm. War And Chivalry. Athens, Georgia: The University of Georgia Press, 1981.

Coach Carter Essay

Coach Carter wasn’t your average coach. He was also a teacher and mentor for these young boys. He gave these boys a sense of hope in life that no one ever gave them. The book has sold over 3 million copies. The movie has made approximately 42 million dollars as a movie. Coach Carter novel and film both proved to be a huge hit all over the world, but most important to people who enjoy basketball and love the game. While I was reading the book you could clearly see that the movie and the book plots are relatively similar, but their are a few minor differences between the book and the movie. Although their quite similar Coach Carter movie and the Coach Carter book are pronounced. â€Å"Coach Carter† movie was an excellent representation of the book, but had a few modifications in order to clarify several concepts of the book which was written by Jasmine Jones. To interpret this idea, Coach Carter movie was altered so the viewers could understand the ideas that Jasmine Jones wrote, and also the viewers could understand the movie perspective side. This is where we see many difference arise. To illustrate this point, this book was written as a whole. What I mean by that it had a lot of first person narrative between the characters. (Coach Carter, Ken Carter, Kenyon Stone and the rest of the basketball team.) When watching the movie there are several voice overs over the characters in the movie. This is where their are different lines that fit with what the characters are saying, but there’s no way of showing it when you are reading the book. Although in the movie there are several types of voice overs the actions that the characters use to incorpor ate into the movie doesn’t really follow along the same lines with what they are saying in the book but has that general idea to it. This is clearly shown that you can’t see what the different type of actions or movement when you are reading the book. This leads to my next point, Mr.Carter was trying to teach the boys good values. Respect, discipline, responsibility and commitment. Their boys were great ball players but on the other hand was not keeping up in their own education. There are several cut scenes showing the basketball gym and seeing each individual player practicing or even a live game going on. The cut scenes that were incorporated in the movie were much different to the book the reason being  is that not only the book is followed the exact same way as the movie there are always minor differences. Although you can’t see it visually by reading it and understanding the settings between the book and movie there are major differences between the two. On the other hand, The Coach Carter Book and the Coach Carter movie similarities were unquestionable. â€Å"His own son which he has placed at St. Francis, who would rather go to Richmond High so he can play for his father (Coach Carter). This places a hard decision on Coach Carter and has a big affect on both him and his family. It creates arguments and some tension between father and son. Coach Carter being the main teacher in the film that is strict and formal, with some of his actions proving to have both good and bad results. His son did end up going to Richmond High school as the author states it in the book and which was shown in the movie. In the book and movie there were a lot of plots that corresponded with the book and movie. Coach Carter being the main character is set in Richmond, California in the USA. It focuses on an inner-city public school called Richmond High, which is in a very low-like status and has a reputation for not having many students go off to college. Most of the scenes were based of this high school and most importantly took place in this area and high school. The detail in the movie was outstanding to be more specific the detail the court had, it had that shine to the court to make it more authentic and the area that they it was located. But most importantly the characters that took place in the book and movie. Although you can’t visualize the looking of the characters by understanding the detail the author has said you can really see the similarities. In the book and movie there was a lot of school failure. In terms of not meeting the requirement, on average each player who played with Richmond high school their average was a 2.3 gpa. Mr Carter (The Coach) wanted a 3.5 gpa. This grade level had to be reached or if not he would close down the gym and stop them from playing basketball. Summing up, Coach Carter book and movie was outstanding. Their similarities between the two were striking. The movie incorporated the majority of the book but did not follow the same exact lines as the book. The movie didn’t want to express the same story as the book that’s were the differences  really played a good role to determine the similarities and differences. It is evident that the Coach Carter book and the Coach Carter movie had much more similarities than differences between the two.

Human Sacrifice Is Important Matter And Human Behavior

Human sacrifice Yizhuo Chen 12/21/2016 Human sacrifice is an important matter and human behavior in prehistory in the evolution of ancient civilization. It is the act of killing human. Usually human sacrifice comes with deity as a ritual activity. Throughout history, human sacrifice has been practiced in diverse cultures and different civilizations. As far as I know, there are some bizarre methods of human sacrifice in history. In Ancient Egypt, pharaohs had the highest positions in Egyptian society not only in religion but also in politics. In early pharaonic civilization, as long as pharaohs deceased, pharaohs were buried with their servants and retainers. This behavior is cruel and violent because servants and retainers were still alive when they were buried. All the people in Ancient Egypt had a common view with the belief that servants and retainers still could serve their owner after they had been dead. There are evidences show that servants and retainers were forced to take some drugs which can make them in a drug-induced state. So they were just walking into the tomb without revolt [1][2]. In the low-land Yucatec Maya especially in Chichen Itza, there are some natural limestone pits and sinkholes which were called cenotes. Archaeologists have already found human remains in these areas. Cenotes were called â€Å"virgin water† that were places of Maya human sacrifice. Ball game was always held by Mayans in Chichen Itza, and it always cameShow MoreRelatedHuman Sacrifice And The Gods Essay1360 Words   |  6 Pagesdripped down off the sacrificial table as the priest cuts out the man’s heart to offer it to the gods.â€Å" The occurrence of human sacrifice can usually be related to the recognition of human blood as the sacred life force†(â€Å"Human Sacrificing†). 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