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
http://www.amazon.com/Mindtronics-Science-Social-Studies-Inquiry/dp/097048013X/ref=sr_1_cc_2?s=aps&ie=UTF8&qid=1372516445&sr=1-2-catcorr&keywords=MindtronicsAmazon, Mindtronics
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
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
