Scientific Inquiry Reading Response

Jennifer Alonso
Ivy Tech Community College

















INTASC Standard, Description and Rationale

Standard #8 Instruction Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build and apply
knowledge in meaningful ways.
Name of Artifact: Scientific Inquiry Reading Response
Date: September 2013
Course: EDUC 224: Scientific Inquiry
Brief Description: For this assignment, I wrote a reflection the reading assignment for the week
that went over investigations, using templates, and guiding students to write about their finding
and learning to document their information.
Rationale: To document my understanding of Standard #8, Instruction strategies, I have chosen
to include my Reading Reflection, because it shows my ability to use a variety of instructional
strategies in the classroom. Through the process of investigations and using templates, students
are able to negotiate meaning and develop deep understanding of content areas.





READING RESPONSE JOURNAL
Write 2-3 questions that you developed as you read through the text for this week. Either answer
the questions or tell me how you are going to get to the answer in the upcoming weeks during
class.
1. I would like to learn more about managing groups when in order to have students focused
on investigation or task.
2. How much time should be spent on the writing versus the actual experiment?
Make a connection. (text to text, text to self, or text to world). Tell what type of connection you
made (TT, TS, or TW) and then tell what that connection is and describe how you can relate the
reading to that connection.
I made a text to world connection. In our first week of class we were assigned a writing
assignment that is called Beginning, Middle, and End. We wrote about or knowledge and
feelings about certain topics in the first week of class. As we complete the writing reflect on our
writings and see how much we have learned and how our thinking has changed. I believe it is the
similar to the Graphic Organizer that is found in the book. This organizer is completed on the
same day, but it is also there to record students initial understandings, and as they collect data
and gather evidence they write everything down. Then they are able to reflect on their thinking
and their new understandings.
What are three important facts, words, concepts, etc.. that you want to remember from this
chapter. Why do you want to remember them? Why are they significant?
Evidence: Students need to learn how to find the facts based on clues and research. Once
students have found their evidence, they can make a claim and also negotiate meaning.
SWH Template: This template helps students to negotiate meaning, by recording the process of
their investigation through their writing. This is great because it helps students reflect and learn
the concepts through their writing.
What did you learn precisely about inquiry this week from your reading?
I learned that students need to negotiate meaning and find answers to their questions. They
should be challenged with high level questions that require critical thinking and also learn the
process of creating their own tests and experiments in order to understand the meanings and
concepts.
Summarize your entire reading into one well-written statement.
Throughout the reading I learned about asking questions that require critical thinking. I learned
about helping students through the investigation process. Written communication is essential,
and students need to learn how to use proper writing and record their experiments step by step in
order to negotiate meaning. Students should learn to be observers of their tests and also learn
how to stop and think about the content they are learning. As teachers we must guide and model
these processes for them in order for them to learn.
Jennifer Alonso