Session Submission Summary

Tilting Toward Inquiry: Implications for Teaching, Learning, and Professional Development

Sun, April 6, 10:35am to 12:05pm, Convention Center, Floor: 200 Level, 203B

Session Type: Symposium

Abstract

Inquiry has long held appeal as a strategy to promote both teacher and student learning (Weinbaum, Allen, Blythe, Simon, Seidel, & Rubin, 2004). It requires an “ambitious pedagogy” (Windschitl, Thompson, & Braaten, 2011) rooted in important disciplinary ideas and key skills. This session will examine the development of a professional development program within a high-stakes assessment context that creates both opportunities and complications for learning through inquiry. While much is known about the characteristics of high-quality professional development (Peneul, Fishman, Yamaguchi, & Gallaher, 2007; Supovitz, Mayer, & Kahle, 2000), less is known about the experiences of participants as they tilt towards inquiry learning in today’s assessment context. This session involves a range of perspectives, including teacher leaders, in this conversation.

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