Suchman Inquiry
Sue Pawula
Evaluation
The
presentation replicating the Suchman Inquiry Model was completed through exact
use of the wording required in the example in Chapter 7 - Inquiry Model of
Gunter, Estes, and Schwab’s (2003) book, Instruction: A Models Approach. My peers were involved in the same type
of instruction involving working as individuals to create questions that could
only be answered with a yes or no.
Their involvement was clear as they struggled to construct questions
that fit the criteria while at the same time trying to discover more knowledge
on the subject. The technique,
which is targeted at student’s development of deeper questions skills, still
was relevant and difficult for adults. It is an activity designed to encourage deep metacognitive
thinking and critically thoughtful reflection after each question’s answer is
received. This is a brain based
activation model that requires delving into prior learning and creatively
developing information from different angles of perception.
By
starting the activity presenting the problem and providing rules for
proceeding, my peers were asked to make connections to things they knew about
the problem and try to collect data in order to develop a testable hypothesis. The handout covered all the points of
the Suchman Inquiry Model in a clear and concise manner and would allow anyone
viewing it, the opportunity to follow through and use the model in their own
classroom with ease. The class
discussion of the questions of strengths and weakness focused on the
implementation process and time constraint issues. It was
determined by the group that this model promotes cognitive development through
its questioning process when used in the appropriate setting with teacher
support. Discussion compared it to the Problem Solving Model or Creative
Problem Solving Model since students are required to participate in
higher-level questioning and come to a mutually agreed upon hypothesis to test. It would have been an enhanced
presentation had I discovered the information provided for me to alter some of
my presentation in the manner suggested by the teacher. The presentation is deserving of an “A”.
Reflection
When
researching Suchman Inquiry Model, I initially thought that it would follow
previous inquiry models that I had used during my STEM Masters program. However, I was happily surprised to
realize how the questioning skills that students would acquire would make them
dig very deeply and develop personal skill that were on a much higher-thinking
plane. The model also would
improve the students’ use of their metacognitive reasoning skills. It is a model that would require the
teacher to do some research prior to implementing but that would pay off
through helping students acquire skills in question development and reasoning. It could contribute to all students’
knowledge acquisition since they need to think creatively and share prior
knowledge. It really is a beneficial
models to use since it will build student’s self-confidence in their abilities and
allow them take command of their own education. Finally, when generating the
hypothesis, they are called on to reflect and synthesis all that they have
heard into a cohesive statement analyzing the data collected.
My
peers’ initial reaction to the model turned from puzzlement to enthusiasm as
they realized the benefit this model would provide their classrooms. It allowed
me to also perceive what they understood about how to initiate the process and
why it would be promote knowledge acquisition through metacognitive processing
of information by their students. I am looking forward to utilizing this during the upcoming
school year as I think it will be met with enthusiasm and increased student
involvement in all areas of learning.
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