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Suchman Inquiry Model
Transcript of Suchman Inquiry Model
Step 1 - Select Problem & Conduct Research
The teacher begins by selecting a puzzling problem that is truly stimulating for the students.
Any subject can follow this model. All that is needed is a puzzling situation for the students to find a logical and reasonable solution!
The teacher completes the necessary research on the problem and prepares a data sheet for quick reference . The teacher determines how much information should be provided to the students at the beginning of the inquiry process and what additional information might be needed if the students are having difficultly.
Step 7 - EVALUATE
Determine if the students really did understand the theory and process.
Since there is no “right” answer, ask them to identify another probable theory – this can lead to debate.
Ask students to come up with their own puzzling situation or problem to solve.
Select a problem and conduct research.
Introduce the process and present the problem.
Develop a theory and verify.
Explain the theory and state the rules associated with it.
Analyze the process
Step 2 - Introduce Process & Problem
The teacher reads the problem aloud or hands out problem sheets.
Students will work as a whole class and in groups
Students Rules to follow:
May ask a question only when called on
Talking only to one another during caucus periods, times given to group discussion and cooperative work among students
Questions must be phrased so that the teacher can answer with a simple “yes” or a “no”
Allowed to continue asking questions as long as they are getting a positive teacher response.
Step 4 - Develop Theory & Verify
Students can pose a theory that would answer the original problem. The class can either accept or reject it. If accepted, then the class begins working on a deeper understanding of the theory.
They may ask to caucus in order to discuss the information and form hypotheses to ask. The theory must be proven by the class before moving to the next step.
Step 6 - Analyze Process
Students review the process they utilized to come into acceptance of their theory. Now, they should consider how they might have sped up their process (i.e. forming more effective questioning techniques).
Step 3 - Gather Data
Each question must be asked as a tentative hypothesis.
Teacher can answer “yes” or “no” or “Can you restate that question?” The teacher can also decide to divulge additional information at any time they deem it is needed.
Data gathered should be recorded on given data sheets or on the board as the teacher directed you earlier.
Step 5 - Explain Theory & Rules With It
Once the students have explained their theory in their own terms, they formulate a method to test the theory. When they discover there is error with their tests/theory, then they must go back to data collection and start over.
1) The teacher must do all of the following EXCEPT:
a. Prepare an interesting and puzzling problem.
b. Come up with data sheets.
c. Answer students’ questions with yes or no.
d. Perform tests of the students’ hypotheses.
2) Which of the following would be an advantage with
the Suchman Inquiry Model?
a. The teacher will spend less in preparation time.
b. The community (parents, school, etc) will like this teaching model the best.
c. Students will make a passing score on the unit test.
d. Students will value learning for learning’s sake.
Why is this important?
Children's natural curiosity
When they ask WHY out of genuine interest they are likely to grasp the information and retain it in their own understanding.
Value of working with a discipline
How would you implement this into your class?
Think of one Puzzling Situation you could use.
EXAMPLE: The Lady or the Tiger (Frank Stockton)