To learn more about the Planet Teachers' Lounge, please click here.

Research has shown that teachers often resist teaching inquiry-based science because they feel they will lose control of their classrooms (Marek, Eubanks and Gallaher, 1990). It takes careful preparation, planning and execution to manage a classroom in which collaboration and scientific inquiry are emphasized. While each classroom will be different based on each teacher’s unique flair, there are some constants that are found in well-managed science classrooms. Successful inquiry-based labs occur in classes that use time effectively, organize supplies, promote collaboration and follow safety protocols.

Use Time Effectively

1. Have an Agenda. Educator Harry Wong stresses the importance of having an agenda for each class. I wholeheartedly agree that an important part for inquiry labs is the management of time and transitions. In my experience, if you give students too much time it gives them an opportunity to engage in what they enjoy the most: socializing. Managing time with inquiry-based labs is a challenge because you have to give the students some leeway to explore and discover at their own pace, but you also want to maximize learning. Before stating a lab activity, I display a list of the required materials, handouts and safety reminders on the board. This helps speed up transitions because it minimizes having to repeat myself. I have check-in points, such as asking students to show me their procedure or data table they create before I will allow them to pick up supplies. I also sometimes break down the final project into smaller tasks that I can enter into my grade book, such as completed worksheet, collected data in a table, made the graph and wrote reflection.
2. Keep Track of Time. When doing the inquiry I find that it is especially important to be circulating within the groups and asking questions to check for understanding. I really enjoy this part when teaching a lab, however, I found that I would often get so engaged with my students that I would lose track of time. So I carried a simple digital kitchen timer in my pocket or you can use the timer on the interactive whiteboard. The timer helps me stay on pace and gives my students a visual reminder to keep on task.
3. Use a Check Your Progress Chart. Our 9th grade English teacher hangs sheets of paper with a grid for each student on the wall to track individual progress through stages of the writing process. It works really well for her Writer’s Workshop model and I have adapted the approach for my science labs. I create a grid with the students’ names and space for tasks along the top on the board. I then use ActivInspire's drag a copy feature to create stamps to drop on the chart as things are completed. This chart was very helpful at the end of the quarter when my students had to finish up an inquiry-based project before taking the final. I was able to turn my class into a workshop with students working independently or in small groups to complete all the various parts of the final project that needed to be done before the final exam. The chart was great for answering those “what do I still need to finish?” questions.

Organize Supplies

1. Use Plastic Bins, Trays or Bags to Sort Materials. Inquiry labs often challenge the students to use higher level thinking through making decisions about what tool to use and how to approach a problem. This means that often I will put out a wider range of supplies than a traditional lab. When I set up an inquiry lab I try to sort out the supplies into plastic bins or zip-top bags. This allows my students and me to clean up quickly and I can store the materials for use in future classes. Over time, I have invested in duplicate sets of tools such as hot glue guns so I know there will always be one with the kit I make for each investigation. I also use set of old lunch trays to organize glassware and chemicals. I can label each tray with the name and quality of the supplies to make it the home for returning materials. This helps because can put out an “All-Points Bulletin” if I’m missing a calculator, beaker or stopwatch. My students are expected to clean up and wait for me to dismiss them by table as I check for supplies. Having designated areas for general supplies such as markers, scissors and paper also helps students get the materials they need without waiting for me.
2. Make a Class Reference Library. While I can send students to the library to do additional research, I have found that I prefer to have the books in my room as a learning library because I can model how to look up information or double check when a student claims there’s nothing written about their topic. I have also found it useful to use clear plastic sheets to hold extra handouts, articles and a list of approved websites related to the topic in a three-ring binder that is stored with the books. I was able to get an old library book cart to store our reference library and it’s great when we want to move to the computer lab because we can wheel our library with us.

Promote Collaboration

1. Assign Roles Within Groups. When working on labs often I do not have the resources for students to work individually or in pairs. While I find that three students to a group is optimal, there are times when larger groups are necessary. One way to ensure that all students participate during group work is to require that they initial contributions they make or to define specific roles for each group member.
2. Make Students Accountable to Each Other. I use my interactive whiteboard as a recording station for lab groups to post their data as they complete sections of labs. Good scientists collaborate and take responsibility for the validity of their observations. Sharing data with the rest of the class increases the importance of doing the lab correctly because students know their data will be on display for the rest of the class to see. Usually, I have at least two groups reporting out on the same section so we can compare the results to see if they are within an acceptable range. Just having the discussion about if we think the results are “close” and reasonable can be a great dialogue. Occasionally, to save time, I break up the data collection task and assign sections to different groups. In this case, it is very important that the lab procedure is followed correctly because the success of the class depends on the integrity of each group’s work. For example, in my physical science class we do an activity to measure the speed of a marble as it moves along a rollercoaster shaped ramp. We need 9–10 different measurements from various locations to create our graph; however, to save class time I assign each group only 1 or 2 of the locations to test. I differentiate the locations required based on the lab skills of each group so the entire class finishes at the same time. I have a chart on the board and students are expected to record their data and calculations for the class to copy into their master charts in their notebooks.

Follow Safety Protocols

1. Make Safety Part of Regular Instruction. Most science teachers have students sign a safety contract at the beginning of the school year. However, laboratory safety should be reviewed before each lab with emphasis on specific concerns. I also suggest including a few safety related questions on quizzes throughout the course to make sure students remember and follow safety rules.
2. Use the Handwriting to Text Tool to Make Your Directions into a Quick Review Game. Besides giving my directions orally I use the handwriting to text feature of the board to jot down my directions as I say them. I then quickly drag the textboxes into a different order and ask students to put the directions back into the correct order. For example, one day I said. “You are to read silently for 15 minutes. Complete the bottom section of the organizer. Read the extension questions and pick two to answer in complete sentences in your notebooks. We have until 1:15pm to work on this.” Getting the directions back into the right order was a bit of game and made it harder for students to claim they “didn’t know what to do.” Also, having a task list on the board helps my students see the steps that need to be completed to finish the entire lesson.
3. Use a Document Camera with the Board to Model Lab Techniques Needed in an Activity. For example, I like to use a document camera to show what to look for in a properly focused microscope, how to set up a reaction plate and to highlight important sections of the lab directions.

How do you manage an inquiry-based class? What techniques do you use? If you don’t use inquiry in your class, what are some roadblocks?

Reference
Marek, E.A., C. Eubanks and T. Gallaher, 1990. Teachers’ Understanding and the Use of the Learning Cycle. Journal of Research in Science Teaching 27(9): 821–834.

In order to comment on this blog and any other article in the Planet community, you first need to register with the site.