Nancy

Clearly stated requirements, through an understandable rubric, is essential. No matter what the final product ( article, poster, video,etc.) students need to understand what is being asked of them. In class, discussions can be generated to help students see the importance of each part of the rubric.  I also see the importance of periodic assessments in regards to a large project.  This helps the students stay on track; chunking out the work also helps me as the teacher see which students need extra assistance to meet the rubric's assessment points and to offer more directed guidance to all.

Due to time constraints with my groups of students, I have led data gathering, as in a citizen science project - Great Backyard Bird Count- but have not had an opportunity to lead a full blown inquiry. I believe one of the challenges for classroom teachers would be the amount of time dedicated to integrating subject matter from several disciplines to meet state learning standards. Experienced teachers may see those connections more readily but still find it quite a bit of prep. I like the idea of collaboration with other teachers in your school to review some of the skills students must have to do an effective inquiry.

I find a walk outdoors with the preface of " Let's see if we see anything new" as a good way to encourage curiosity. Deeper observations and questions can often be encouraged by asking the group to slow down and journal. If I can use some self-control, and not give all the answers to those reference questions, a deeper look at those observational and experimental questions can transpire. I do like to ask the group as a whole a brainstorming question and try to create a culture of listening and accepting. Sometimes young students, especially those I see that do not spend every day together as they would in a traditional setting, need to be reminded of the strengths we each have and taught the skills a scientist uses each day. Developing questions, that are testable, is a skill every young scientist can practice- especially outdoors!

Throughout the school year I try to take my informal educ. groups outside to observe or discover class topics. One way to enhance that process would be for me to slow down and make a habit of asking more open-ended questions. I like the tip from the video of pointing out the bird drinking with a question rather than the statement "Look at that bird drinking water." Sometimes I feel like I am helping their discovery by pointing out cool nature, I can see how I may be shutting down higher level/independent thinking. Children have an innate sense of wonder and curiosity, I just need to step aside a bit to let that shine.

I love the Wonder Board and will most likely use some of the "extension" activities from Lesson 1 with my group. Since I do not have a set group of students for an extended period of time (90 minutes once a mo.), I would introduce the activity and lead the discussion to sort the types of questions produced on the day's topic.  I think pairing that with some outdoor exploration would lead the students to see themselves as scientists. This would be a good introductory activity as we venture into inquiry based/ citizen science learning throughout the school yr.

I have participated in  both Nature's Notebook and The Great Backyard Bird Count with students.  We have a Nature's Notebook phenology trail at the arboretum where I work. I find the project really useful and have tried to share the importance of citizen science with the students I have lead thru the trail.  One issue I had with this project was the lack of WiFi throughout our grounds. It has been about 5 years since I lead a middle school home school class thru the trail. I ended up printing off lots of important ID info from the website on each specimen.  We tried to collect the data to submit later but really it would have been much better to use a smart phone and do in real time (as I have done on my own).  Now, in 2020, this may be a very fun and engaging citizen science class- it would be much easier to get my hands on several tablets/smartphones! Unfortunately, I only see these students once, but I feel they can be given the exposure and tools to carry on with their observations and data submissions as a family whenever they visit our grounds- or set up an observation in their own yard!   Spark the interest! After an initial common bird ID introduction, lessons using e-bird and the GBBC have been loads of fun!  I would recommend this citizen science project to all. My students and I have watched feeders and compiled data.  We have not, for lack of time, elaborated on the projects into true inquiry: asking questions, experimenting and all the rich discussion that follows. I have shared the websites with these groups of students so they may continue on with the projects but would like to find a way to go deeper within the 90 minutes class.  Maybe a series of programs/classes on consecutive weeks/Saturdays with home school students is needed?  Try to incorporate more of these projects in our 1 week summer day camps? Again, not a school year worth of inquiry but a bit more than I am able with the groups coming to my location on a sporadic basis.

I see what you mean by it is innate and really does not need to be taught- curiosity is natural for most young children. I suppose one reason it is " new pedagogy" is that schools have traditionally not taken the time needed to really explore critical thinking and discovery. Sometime when inquiry is seen as a mandate, teachers can take the time and incorporate this style of education more easily. A welcome swing for those of us who love science!