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"We can't really talk about the whys of magnetism now"

Description

This poster examines how a teacher engages her students in inquiry both before and after a high stakes state test. Before the state assessment, Ms. J felt pressure to prepare her students for the test at the expense of deeper inquiry; she conducted inquiry, but attended more to the correctness than the substance of students' reasoning. After the assessment, Ms. J was able to engage her students in 7-day inquiry unit only because she felt freed from the usual curriculum "supports."