Speaking and Listening in Inquiry Stage Three
In Inquiry Stage Three, students engage with oral language focused on the analysis of data in large and small groups. They share ideas and build theories together. Language at this stage is characterized by thoughtful presentations of ideas, careful explanations, and rational arguments.
Resources for Speaking and Listening in Inquiry Stage Three
The New Science Literacy: Using Language Skills to Help Students Learn
Science by Marlene Thier with Bennett Daviss. Portsmouth,
NH: Heinemann, 2002.
This book illustrates and explains how children’s experiences in
inquiry-based science can increase reading, writing, and language skills
and, in turn, how these literacy skills can help children understand science.
Written for teachers of grades 4–10, the book is filled with examples
of techniques and strategies that strengthen student achievement. Chapter
6, “Speaking and Listening—Paths to Clear Understanding,”
covers exploratory discussions as well as formal oral presentations. The
authors provide performance expectations in each of the areas, as well
as guidelines and expectations for group interactions and shared inquiry
discussions. This chapter is aimed at helping teachers make students aware
of how to communicate clearly and listen well. It will help teachers who
are interested in the development of speaking and listening skills at
Inquiry Stage Three.
Organizing
Wonder by Jody S. Hall. Portsmouth, NH: Heinemann, 1998.
This book is a general guide for conducting inquiry science in elementary
school. The book includes theoretical sections as well as reports from
three different teachers who conducted inquiry investigations in their
classrooms. The role of discussion and asking questions in the inquiry
process is touched upon throughout the book, but the last chapter, “Moving
from Exploration to Investigation” highlights the types of conversations
that children have as they try to formulate theories and analyze and interpret
their explorations. The author presents several examples of follow-up
discussions in which children verbalize their tentative conclusions and
formulate new questions based on what they have seen. The chapter provides
valuable insight into speaking and listening skills at Inquiry Stage Three.
Inquiry at
the Window: Pursuing the Wonders of Learners by Phyllis
Whitin and David J. Whitin. Portsmouth, NH: Heinemann, 1997.
In this book, Phyllis Whitin recounts her experiences as an elementary
teacher the year her students completed a yearlong study of birds. Through
the telling of her story, she details the processes of inquiry and inspires
teachers to support their students’ interests in science. Chapter
3, “Inquiry Invites Exploratory Conversations,” outlines how
Ms. Whitlin’s students developed their ability to use conversation
to generate theories about observations and readings. She encouraged her
students to use their discussion periods as an opportunity to offer multiple
interpretations, to raise new questions, to revise their own thinking
and, in the process, to form a scientific community of learners. This
chapter provides a good example of how speaking and listening skills develop
in Inquiry Stage Three.
