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Home Page: Inquiry-based Teaching


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University of Texas at Tyler, CPDT

http://www.uttyler.edu/c_i/bruce.htm

Free discrepant event lesson, 9-11

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I watch teachers, and their students, try discrepant event lessons. In the beginning, the teachers and their students often act skeptical of inquiry teaching. Soon, after they "get the hang of it," the teachers and students want more inquiry lessons. They want more chances to discover things they never thought would interest them. Why?

Intrigue

Inquiry-based teaching using discrepant events intrigues teachers and their students. We all know that our ability to retain information improves when the information intrigues us. The same holds true for the understanding that happens while sharing knowledge.

Fortified Learning

A small number of learners, however, gain and retain information better, unaided. Inquiry engages the majority of students in remarkably far-reaching idea interchanges, when first presented with discrepant events. The mutual building of ideas releases a fortified learning that conveys broader and more reliable thinking.

Throughout your Inquiry Lesson Students Reveal What Many Lessons Avoid: Ambiguity

Will your students adapt and learn better using lessons presented with ambiguity instead of exactness? The scientific process of gaining knowledge makes sense, particularly after using discrepant event inquiry. It makes sense because the process of mystery solving propels the human mind and spirit. Inquiry lessons demystify what many assume nearly extinct: versatile thinking skills.

Would you Argue with the 100-year History of the Nobel Prize?

"What is creativity and how can creative activity best be encouraged?"

"Name the most important ingredients to the creative process: the individual or the environment?"

The prior questions come from the Centennial Exhibition studies, the 100-year history of the Nobel Prize.

Thinking Creatively about Creativity

To me, the Nobel Prize Exhibition gives visitors the chance to think about creativity. My inquiry books support creative activities for teachers and students through discrepant event inquiry lessons.

Mindpower = Firepower

Discrepant event inquiry lessons trigger the students' inventive process. The lessons in Mindtronics! and Inquiry Alive! provide teachers and students the chance to operate as active individuals in a cooperative environment to problem solve.

Do you Hate Obvious "yes" Answer Questions?

I hate obvious "yes" questions. Yet, at times it helps me to ask myself "yes" questions, such as: Do I want to bring new life to my teaching? Do I want my students to dare to question? Do I want my students to own the nerve and the ability to apply thinking skills?

Are You a Fire Fighter or a Fire Starter?

What are the creative merits the Nobel Prize Committee consider when they look at nominations for the prize?

1. The desire to question. 2. The nerve to think differently. 3. The ability to generate new insights.

Are you "Nobel" teacher material?

If you teach and you set your students' minds on fire, to me, you're "Nobel" teacher material. Just imagine it! Your students' could win the Nobel Prize. It happens!

It Takes two Flints to Start a Fire

Inquiry serves as the advisory portal to higher student achievement. Discrepant event inquiry lessons work as a teacher's basic tool to raise curriculum standards through discrepant event inquiry strategies.

Explore and Explode

Discrepant event inquiry supplies a powerful range of inborn tools ideal for any subject. Mindtronics! and Inquiry Alive! will help your students create a bonus investiture to logic thinking, shared learning, and academic success, for teaching and learning expertise.

Great Resource Links

* First five links are teacher Super Sleuth Links

The Sherlock Sleuth Discrepant Event Inquiry Diary

Notes to Discrepant Event Super Sleuth Teachers

"The game's afoot!"Teacher Links

"The game's afoot!"Teacher Links 2

"The game's afoot!"Super Sleuth Award

Discrepant Event: The Samurai Crab

Quick Discrepant Event: Guns, Germs, and Steel

Discrepant Event: Life on Earth and Mars

Discrepant Event: The Titanic Fishing Boats

Discrepant Event about oil prices: Crude Pulse

Discrepant Event about oil prices/Extra links: Crude Pulse

Discrepant Event: Mad Cow

Discrepant Event Extra Links: Mad Cow

Discrepant Event: Immigration



University of Texas at Tyler, EPP

University of Texas at Tyler, CPDT

http://www.uttyler.edu/c_i/bruce.htm

Free discrepant event lesson, 9-11

Blog: Pay Teachers More

Blog: Test Scores


The University of Texas at Tyler is the easternmost academic university of the University of Texas System.

Recommended books by William C. Bruce and Jean K. Bruce


Copyright 2005, Inquiry-based Teaching. All rights reserved.



# posted by Singa Bop Bapa @ Tuesday, November 22, 2005

Sunday

 

Free Discrepant Event Inquiry Lesson

FREE Inquiry Lesson

Discrepant Event Inquiry Lesson








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 Teaching with Inquiry
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Discrepant Event Inquiry Lesson from Mindtronics! and Inquiry Alive!



William C. Bruce

Website UR: W. C. Bruce

Research Academy

The University of Texas at Tyler
Associate Dean and Professor
College of Education and Psychology
Phone: (903) 566-7048
e-mail: wbruce@uttyler.edu
Fax: (903) 566-7036


Notes:* The Site sample lesson from Professor Bruce's book s are somewhat different from the two lessons in his book, Mindtronics! and Inquiry Alive! Copyright © 2004. You may use this lesson in your classroom. If you want to use the lesson outside the class, please contact
Dr. Bruce

Please notify us if you want to comment or if you spot errors.
We would love to hear from you!

URL: Dr. Bruce

BOOK REVIEW SOCIAL EDUCATION:

Mindtronics review:

SOCIAL EDUCATION, the Official Journal of National Council for the Social Studies, Teaching with Tech, Volume 66: http://www.socialstudies.org/



Mindtronics! and Inquiry Alive!
two books on one CD.

The two books are an acknowledged full resource for teachers
instructors teaching problem solving, or company trainers
teaching thinking skills, to help their students systematically
identify and solve problems: discrepant events.
The books present over 100 discrepant event lesson examples.

Mindtronics! and Inquiry Alive! ISBN: 0970480156

Home Tree Media

Discrepant Event Inquiry Lesson from Mindtronics! and Inquiry Alive!

Lesson Name: Violence in Media




Violence in Media

OPEN-ENDED DISCREPANT EVENT

The United States is one of the most advanced industrialized civilizations. The violent crime rate here, however, is one of the highest in the world. Violent crime strikes more often in the United States than in other advanced civilizations. Many experts believe television violence adds to violent crime in the United States. Movie violence, many experts agree, increases violent crime. Other experts doubt that the media's depiction of violence causes violent crime.


Violence in Media Disciplines:

Psychology, Anthropology, Life Science.


Key Concepts:

Violence, Media.


Problem Statement:

Why do experts disagree about the effects of media violence, and its impact on the rate of violent crime, in the United Sates?


References and Resources:

Beane, Allan L., Pamela Espeland, February 1999, The Bully Free Classroom: Over 100 Tips and Strategies for Teachers K-8, Free Spirit Publishing, Inc.

Beck, Aaron T., 2000, Prisoners of Hate: The Cognitive Basis of Anger, Hostility, and Violence, HarperTrade.

Bok, Sissela, 1999, Mayhem: Violence as Public Entertainment, Perseus Publishing.

Bowman, James, 1996, "Breaking the News: How the Media Undermine American Democracy?" The American Scholar, vol. 65.

Cerulo, Karen A., 1998, Deciphering Violence: The Cognitive Structure of Right and Wrong, Routledge.

Duncan, Barry, et al., 1996, Mass Media and Popular Culture.

Goldstein, Jeffrey H., 1998, Why We Watch: The Attractions of Violent Entertainment, Oxford University Press, Inc.

Graham, Louise Everett and Geraldine Maschio, 1995, "A False Public Sentiment: Narrative and Visual Images of Women Lawyers in Film," Kentucky Law Journal, vol. 84.

Javier, Frank, 1996, "The Chicano Hispanic Image in American Film, Review of: Garcia Berumen," Harvard Educational Review, vol. 66.

Kreidler, William J., 1994, Violence Prevention, Sunburst Communications.

Pokrywczynski, Jim, 1998, Adcult USA: The Triumph of Advertising in American Culture, Review of: James Twitchell, Journalism & Mass Communication Educator.

Power, Gerard J, Sheila T. Murphy, and Gail Coover, 1996, Priming Prejudice: How Stereotypes and Counter-Stereotypes Influence Attribution of Responsibility and Credibility Among Ingroups and Outgroups, Human Communication Research.

Priest, Christopher, April 2000, The Extremes, Warner Books, Inc. Schmidt, Fran, et al., 1988, Peacemaking Skills for Little Kids.

Sherrow, Victoria, 1996, Violence and the Media: The Question of Cause and Effect, Millbrook Press. Harcourt Brace & Company Canada Ltd. (Peace Works), Grace Contino Abrams Peace Education Foundation.


LINKS:

http://www.user.service.emory.edu/~pbren01/psyc341.html http://www.fenichel.com/violence.shtml

http://www.pbs.org/wgbh/pages/frontline/teach/tvkillguide.html

http://www.childrennow.org/newsroom/news-01/pr-5-1-01.cfm http://www.senate.gov/

http://www.questia.com/Index.jsp?CRID=media_violence&OFFID=se3

http://www.aclu.org/issues/freespeech/mediaviolence.html

http://www.mediaawareness.ca/eng/med/home/resource/famvlnc.htm

http://www.fair.org/media-beat/000914.html http://www.schoolpsychology.net/p_02.html

http://www.lib.berkeley.edu/MRC/PsychVid.html

http://moon.pepperdine.edu/~mstimac/Peace-Psychology.htm

http://csf.colorado.edu/envtecsoc/97f/0075.html

http://www.ncrel.org/sdrs/areas/issues/envrnmnt/drugfree/sa2deq1a.htm

http://www.kysafeschools.org/clear/contact.html http://teachervision.com/lesson-plans/lesson-2919.html

http://www.nytimes.com/learning/ teachers/lessons/20001013friday.html?searchpv=learning_lessons

http://www.ed.gov/offices/OSERS/OSEP/New/CEVFinalEditedNICHDReportRev101.doc-

http://www.ed.gov/pubs/GermanCaseStudy/chapter4d.html

http://www.ed.gov/legislation/ESEA02/pg82.html

http://www.ed.gov/offices/OUS/PES/studies-schoolviolence/closer-look.pdf http://www.pavnet.org/

http://www.killology.com/art_beh_conditioning.htm

http://www.jsonline.com/news/may99/0509media.asp

http://www.extension.iastate.edu/families/media/Anderson2.pdf

http://www.hc-sc.gc.ca/hppb/familyviolence/html/mediaviolence.html

http://searchb.disney.go.com/disneySearch?col1=disney+store+parks+video&qt=extrasensory+perception&Find.x=16&Find.y=11

http://www.mincava.umn.edu/tvviol.asp

Grade Levels: Secondary, Adult.


_____


The University of Texas at Tyler
Associate Dean and Professor
College of Education and Psychology
Phone: (903) 566-7048
Website UR: W. C. Bruce


Recommended books by William C. Bruce and Jean K. Bruce
# posted by Singa Bop Bapa @ Sunday, October 23, 2005 links to this post
 

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http://www.uttyler.edu/epp/bruce.htm

The University of Texas at Tyler is the easternmost academic component of the University of Texas System.

Recommended books by William C. Bruce and Jean K. Bruce
Copyright 2005, Inquiry-based Teaching. All rights reserved.

# posted by Singa Bop Bapa @ Sunday, October 23, 2005 links to this post
 

What's the secret behind the changing face of teacher-student connections?





Dr. William C. Bruce, Associate Dean
College of Education and Psychology
3900 University Boulevard
Science 229CTyler, Texas 75799903.566
7048903.565.5706 - fax

http://www.uttyler.edu/c_i/bruce.htm

The University of Texas at Tyler Intercom Online
Office of News and Information
January 10, 2005

http://www.uttyler.edu/news/2005/jan10/spotlight.html





Teacher-Student Connections


Mystery

MINDTRONICS and INQUIRY ALIVE, two books on one CD, have quietly achieved a leading place in the global field of discrepant event inquiry as an interactive resource for teachers and students. The books provide their highest value as teachers learn to write their own mystery-motivating discrepant event narratives.

Detective Technology

Listening to or reading the discrepant event narrative is one of the first steps a student takes before he or she, figuratively speaking, slaps on the hat of a super sleuth or a researcher. The discrepant event presents an account of an event. The event narrative (story) contains puzzling information that calls attention to an odd ambiguity or a perplexing enigma. Similar to a murder mystery or a scientific investigation, the unanswered questions spark interest. Interest launches a desire to explore clues. Clues often expose surprising information. Together, students face conflicts exposed by the clues. Student groups sort clear-cut facts from misleading evidence. Learners gauge, measure, weigh, and fit jumbled pieces together, during active and creative "detective technology" teamwork. As the sleuths work, they learn about the topic of study suggested by the discrepant event narrative. Additionally, students realize the basis for using reason and logic to find probable answers.

100 Discrepant Event Modules

MINDTRONICS provides 100 discrepant event modules. Each module consists of activities to help empower student scholars/sleuths of all ages and all learning levels. Student teams explore using research and investigation. The teachers guide student detectives as they work the following components: key concepts, problem statements, probable solutions, possible student hypotheses, fact sheets, reference pages, a page of external live URLs related to each discrepant event, and an estimated grade level. Teachers gaining a working knowledge of inquiry methods by reading INQUIRY ALIVE can use the lessons in MINDTRONICS immediately.

Optimize Inquiry

INQUIRY ALIVE offers teachers these tools: explanations and sample teacher-student dialogues that keep the questioning sessions productive. Moreover, dialogue examples show how to convey the inquiry strategy, present the process, move the discussions, spotlight the issue in question, and apply the design. When used together, the books enhance interdisciplinary learning and optimize the nature of inquiry.

Content Mastery

Inquiry skills learned in MINDTRONICS and INQUIRY ALIVE help students become proficient at networking. The networking in small breakout groups typically organizes students into democratic, adaptable, self-sufficient, yet, supportive "go-getter" units. Students apply individual and collected experience with problem-based learning to solve discrepant events in the expert way scientists and detectives investigate: they ask questions, find the main question, methodically inspect the problem, and network. The explosion of knowledge, from several coalitions of resourceful students, generates a robust understanding that often leads to stunning displays of content mastery.

Theorists Instead of Terrorists!

"I can think, ask questions, find answers, and solve real problems. I actually go home and surf the Web to find more stuff about what we're studying. I know the difference between a hypothesis and a theory." The prior quote is a familiar remark from young students. Inquiry learners find lifetime self-direction and poise as theorists! The spotlighting of one inquiry element at a time at its critical point both strengthens the logic recovery of students with short attention spans and retains the interest of students with multi-task skills.

The Power of Give-and-Take

The changing face of the teacher-student connection exists partly thanks to the power of validation, guidance in a safe harbor classroom, and mutual respect. The pretense of democracy halts the unity of inquiry. Similar to the give-and-take of a family with diverse members, the affirmative interactions of teachers and students emerge around instructional objectives realized through inquiry quests that, in fact, use each person's strengths.

Whiz Kids

It turns out that the stealthy activities going on inside rich learning environments emanate from the schools' whiz kids. To the surprise of many though, the rising star learners are the same apathetic students we've seen that have shown few increases in their real knowledge application and execution, until inquiry. Often, the schools' new whiz kids, despite their old learning levels, were the schools' failing students. Now sheltered by the integrity of trust expanded by self-confidence, whiz kids devotedly choose inquiry, regardless of their age.

Students Sensibly Pinpoint Problems

Teachers, implementing inquiry, see the line of attack students discover to better understand the workings of politics, the sciences, dogmas, the flaws and powers of world knowledge, beliefs, ethics, and the democratic principles nations need.

Mind-Emotion Friendly

The classroom-proven strategies in MINDTRONICS and INQUIRY ALIVE enable the teacher to revise the instructive materials for students as new learning evolves. Used as a leadership guide for today's classrooms, the books accentuate teaching that's mind-emotion friendly. The mystery-solving exercises, the teacher, and the students boost social skills, organize supportive activities, and promote interest in topics students expect to hate.

Multiplex

MINDTRONICS and INQUIRY ALIVE act similar to the multiplex theaters students love. Multiplex theaters show all sorts of movies. The movies add stress and relieve stress. Stress is the result of factors that call for a response or change. When a stress fuels positive change, it intensifies the learning process.

Why do Students Care Nowadays about a Discrepant Event?

Why do people climb mountains? Why do we send astronauts into space? To discover. When faced with a puzzle, a "whodunit" challenge, or an inquiry, our eagerness, our growing anticipations, and our hopes heightened by allies, all collide creating "lightning bolts" of resolve.

Goose Bump Moments

Humans survive by answering our lightning bolt resolve. Lightning bolt resolve converts, along our discovery road, the nuts and bolts we believe we seek and the element we secretly seek: a goose bump moment. Goose bump moments change the face of the teacher-student connection.


Dr. William C. Bruce, Associate Dean
College of Education and Psychology
 3900 University Boulevard
Science 229C
Tyler, Texas 75799
903.566.7048
903.565.5706 - fax


http://www.uttyler.edu/cpdt/

http://www.uttyler.edu/c_i/bruce.htm


http://www.uttyler.edu/epp/bruce.htm

The University of Texas at Tyler is the easternmost academic component of the University of Texas System.

Recommended books by William C. Bruce and Jean K. Bruce
Copyright 2005, Inquiry-based Teaching. All rights reserved.



# posted by Singa Bop Bapa @ Sunday, October 23, 2005 links to this post

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