Advanced Inquiry Workshop
July 22-August 2, 1996

Workshop Focus

Attention will be given to the art of questioning, including questioning strategies that lead to investigation, developing questions that give access to children's ideas, and responding to questions in order to facilitate inquiry. Science educator, Wynne Harlen, Director of the Scottish Council for Research in Education and noted author of numerous publications and books on inquiry, will be a guest facilitator for this workshop.

Participants

BUFFALO PUBLIC SCHOOLS
BUFFALO NEW YORK

Local Systemic Change, NSF
Center for Urban Science Education Reform, EDC

Rose Alexander I teach at the Bennett Park Montessori School in Buffalo, New York. This is a public, magnet school. I teach science to 6th, 7th and 8th graders. I am responsible for developing inquiry approaches to teaching and learning for the Buffalo Board of Education and Project TEAM 2000 of the Buffalo Museum of Science Thematic Planning and Inquiry Workshops.

Judy Fix I am an elementary education teacher for the Buffalo Public Schools at the Bennett Park Montessori Magnet School. I am working with a team of teachers responsible for developing an inquiry approach to teaching and learning at both the Buffalo Board of Education and Project TEAM 2000/Buffalo Museum of Science. .

Barbara A. Malcolm BMalcolm@mailgate.drew.buffalo.k12.ny.us My position is Level 1 Senior Mentor for Project TEAM and TEAM 2000 (Teacher Education at the Museum). This program is a collaborative effort of the Buffalo Board of Education and the Buffalo Museum of Science, funded by the National Science Foundation, to bring about change in the teaching of science in our schools. I select the science kits, with the approval of our Director of Science, to be used in Buffalo for Level 1 (grades K, 1 and 2). I have facilitated in-service workshops for the level 1 mentor(s) for each of our 61 elementary schools, which contain those grade levels, in usage of the kits with an inquiry approach, and have helped plan as well as facilitate other workshops related to this effort. My job is also to help prepare and support the level 1 mentors who now will facilitate in-service workshops for the other teachers in our district.

Carol Stewart astew1031.aol.com I have over ten years of experience teaching primary education with an additional background in Special Education. Through Project TEAM (Teachers Educating at the Museum) I received two years of hands-on science training for the primary grades. I implement activity-based science workshops for elementary teachers and also serve as a facilitator during a summer inquiry program. I conduct annual science fairs for the 900 plus children in my school. I also participated in a public broadcasting documentary that promotes hands-on science in the classroom. .

CAMBRIDGE PUBLIC SCHOOLS
CAMBRIDGE, MASSACHUSETTS

Restructuring Grant, NSF

Melanie Barron crlsbarron@aol.com I have been the K-12 Science Coordinator in the Cambridge Public Schools for almost six years. As such, I am responsible for staff development, curriculum implementation, supervision and evaluation of high school science staff, middle grade science teachers, K-6 science instruction, interaction with 16 principals about science curriculum and I am the Principal Investigator of "Habits of Mind: Science in Cambridge" - a four year teacher enhancement NSF project. We are in year three of implementation of a systemic science reform initiative for grades K-9. Teacher Leadership has been a key to a high rate of infusion of inquiry science in K-6 classrooms across the district.

Millie Feloney mafeloney@aol.com My job as one of five system-wide K-6 grade Science Staff Development Teachers (SSDT) is based in three of the fifteen elementary schools - Tobin, Morse and Cambridgeport - working with fifty-two classroom teachers. As well as working directly with classroom teachers, I am part of a team promoting inquiry-based, hands-on science at each school. The team includes an administrator, two or three science liaison teachers from that school, science/technology committee and community members. Some of my particular responsibilities as part of the city-wide Habits of Mind NSF Teacher Enhancement Grant are to serve as the State Department of Education PALMS contact, the Boston Museum of Science liaison to Cambridge, piloting new units, workshop leader, city-wide EXPO, Exploratorium, SEPUP and EnviroNet project participant.

CLARK COUNTY LAS VEGAS, NV

Lorraine Blume lkblume@aol.com I am currently a Teacher on Special Assignment (TOSA) for the Clark County Mathematics and Science Initiative (CCMSI), a Local Systemic Change project funded by the National Science Foundation. As a part of this team, I design and conduct professional development in mathematics and science for K-5 teachers. Workshops focus on improving science and mathematics education for all students and include implementation of adopted exemplary materials and inquiry-based science.

Keith Cochran Keith Cochran is starting his third year as a Teacher-on-Special-Assignment with the Clark County School District in Las Vegas, Nevada. He works with schools and does professional development for teachers in science and mathematics. Keith is also on the staff of the CCSD Inquiry Summer Institute.

Linda Gregg gregg@nevada.edu As the K-5 science administrative specialist for the Clark County School District, I facilitate curriculum framework development, selection of curriculum resources and the design and implementation of professional development. I coordinate the Eisenhower Professional Development program and am the Designer and Co-Principal Investigator for the Mathematics and Science Enhancement grants, MASE I and MASE II, funded by the National Science Foundation. Projects are designed to provide teachers and administrators access to high-quality experiences based on implementation of effective instructional practice and exemplary science resources. Professional Development is centered in the classroom with children and tenets of constructivism shape sessions for adult and student learners. Over time, participants examine beliefs and debate ideas in light of current research and national standards. The goal is to provide all students access to inquiry-based science education.

MILL VALLEY SCHOOL DISTRICT
MILL VALLEY, CALIFORNIA

Amy Faulkner afaulkner@marin.k12.ca.us I am currently teaching third grade at Old Mill School in Mill Valley, CA. I've been involved with the Exploratorium for five years and will be an Exploratorium mentor teacher in my district next year. Below are some of my responsibilities/ideas for district science education next year. Introduce inquiry-based science to new teachers in the county during two, three-day Introductory Workshops. These workshops will focus on how to integrate inquiry into existing curriculum. Continue to share information about inquiry-based science with Mill Valley District teachers by creating staff development opportunities with Mill Valley Site staff as trainers. Create better parent/community communication about inquiry-based science. This could be done through: Family Science nights, letters and photos to school papers, PTA and Board presentations. Every Exploratorium workshop I've attended so far has been excellent. I'm looking forward to another interesting two weeks.

Leslie Thornton lthronto@marin.k12.ca.us I am a first grade teacher at Tamalpais Valley School in the Mill Valley School District. I participated in the School in the Exploratorium's Summer Institute two years ago, mentored my co-teachers this past year and helped plan a school science night. I have also been part of the leadership team for Autodesk's Tinkertech project-based learning model at my school. This next year I will be a mentor to all new teachers in our district.

NOVATO SCHOOL DISTRICT
NOVATO, CALIFORNIA

Beth Kraft bkraft@doxy.marin.k12.ca.us I teach fifth grade at Lu Sutton School in Novato. Last year our district adopted new science materials. I was on the science committee and piloted a variety of hands-on science units. I also worked in collaboration with another fifth grade teacher on writing district goals for fifth grade science. I took the School in the Exploratorium's training last summer and did an in-depth investigation on pigment and colored light with my fifth grade class. Next year I will be the Exploratorium mentor teacher for the Novato District. I look forward to working with other teachers from Marin in planning county-wide and district-wide workshops. I am also excited to have the opportunity to work more closely with the folks from the Exploratorium.

ROSS VALLEY SCHOOL DISTRICT
SAN ANSELMO, CALIFORNIA

Julie Hayes Gallagher julieg@ix.netcom.com I teach 6th grade science at White Hill Middle School. I have just finished my second year at White Hill where I have been fortunate enough to work with a team of teachers dedicated to creating and maintaining an exemplary science program. The Exploratorium and the Institute for Inquiry play a large role in the development of our program. In the year ahead, I hope to coordinate Family Science Night at White Hill in order to share with parents, staff and community the wonderful world of inquiry-based learning.

Catherine Nam I currently teach 6th grade at White Hill Middle School. I was a participant of the 1995 Inquiry Institute on Light and Color. Along with using the inquiry strategies I learned at the Exploratorium in the classroom, I was also involved in a Teacher's Research Group. During the school year I looked at students questioning skills and how their questions related to their learning. Next year, I will continue to be a participant of the Teacher Research Group.

SAN FRANCISCO UNIFIED SCHOOL DISTRICT
SAN FRANCISCO, CALIFORNIA

Local Systemic Change, NSF

Ann Dee Clemenza a.clemenza@sfusd.edu Math/Science Core Teacher, Department Chair Science and Math Master Teacher for City Science (NSF) Participant in and teacher trainer for Microcosmos and Living in Water (NSF) Mentor/Teacher for seven years Winner of the National Garden Association award for Exemplary Children's Garden Coordinator/Sponsor for UCSF Women's Triad Project (NSF), Girls' Science Club at MLK Academic Alternative Middle School Member of the SFUSD Middle School Science Implementation Team

Sandra Grist I have participated in: The "Before, During and After" of the SFUSD hands-on approach to the implementation of the California Science Framework at the elementary level. The mentor teacher program in science presenting lessons, workshops and ideas to district teachers and my own faculty. Many workshops including the Lawrence Hall of Science (GEMS) and the Exploratorium. Science Leadership (SFUSD) and City Science in conjunction with UCSF. I have taught kindergarten through sixth grade and now teach second grade at Cabrillo Elementary School.

Kerry Harrell I have just become the K-5 Science Resource Teacher at Alvarado. I am the Health Advocate in charge of Health Awareness and have been involved with the Exploratorium since 1994. I've spent three years with the Mission Science Center and have been an active proponent for science and art development at our site. Previously I was teaching 4th grade for three years at Alvarado where I launched my passion science.

Jane Huey I am presently teaching kindergarten at Yick Yo School in San Francisco. I have worked with San Francisco's Science Collaborative, Science Leadership and City Science. I am now part of the Local Science Systemic Leadership project. In the past few years, I have presented at the school district-wide staff development days in both science and math. This past week, I presented a week long workshop for beginning teachers on kindergarten science.

Patrick Mulkeen pmulkee@muse.sfusd.k12.ca.us I'm an elementary school teacher in the San Francisco School District. I teach second grade at Jefferson Elementary School. I'm a member of the Systemic Science Leadership Group that is responsible for staff development in my district. The Group is focusing on how to bring inquiry to science and that science is for all students.

Molly O'Malley, Teacher-in-Residence mollyo@exploratorium.edu Molly is an elementary school teacher in the San Francisco Unified School District. She collaborates on programs and workshops with the Institute teaching staff and serves as a liaison between her district and the museum. She also serves as a District Science Resource Teacher, and is supporting a variety of district reform efforts, including Local Systemic Change, Project 2061, and Building Urban Gardens in Schools.

Paulette Norberg I am currently a K-5 Science Enrichment teacher. I have been involved in SFUSD science education reform efforts since 1989. My responsibilities have included being a presenter at district-wide staff development sessions, beginning teacher's institute and as mentor to colleagues new to teaching hands-on science at my school site. I have also assisted in planning workshops for teachers participating in the Science Systemic Leadership team.

Caroline Satoda mollyo@exploratorium.edu I am currently a centralized science program resource teacher in the San Francisco Unified School District. I work with a team to coordinate the elementary (Pre-K-5) science program, and our Local Systemic Change Initiative which is funded by the National Science Foundation. My responsibility is to coordinate the focus schools component. Four schools have an opportunity to develop models of site-base science systemic reform over four years. Our superintendent is committed to a seamless Pre-K-12 core curriculum, so I work with other departments to change the Pre-K programs. We coordinate the core curriculum development, provide professional development in mathematics, science and child development. Also, we facilitate a leadership cadre of Pre-K teachers who are working with teachers of all grade levels to develop district content and performance standards in each content area.

Nancy Schlenke I've been a teacher at San Francisco Unified for 10 years - seven years in the classroom and three years running a Science Lab as Science Resource Teacher at my school. I'm looking forward to starting a new job as Teacher-in-Residence at the Exploratorium in September 1996. Over the years, I've been involved with City Science and Systemic Science Leadership both as participant and presenter. I've taken classes and workshops at the Exploratorium and the Mission Science Center, as well as working as a Science Resource Teacher for School in the Exploratorium/Institute for Inquiry helping new teachers implement Light and Color activities in their classrooms.

Roger White I am currently assigned to Claire Lilienthal where I will be teaching Kindergarten in the fall. I have been involved at the district level in science leadership and science systemic change initiatives. I also have been involved in the district's Performance Assessment Team efforts.

Christina Wilder I am a 4th/5th grade GATE Cluster teacher at Paul Revere, a large (540) multi-ethnic elementary SFUSD school. I have taught for 27 years, including Spanish Bilingual and Math Resource, grades pre-K-7. I have worked with Science/Math Leadership and Science Systemic Leadership Teams and the GATE staff to develop and present in-services as well as direct classroom assistance. I have worked intensively with NASA, Harvard, UC Berkeley and the Exploratorium in Light/Color/Astronomy units, including the latest technologies as essential components. I will continue to present at local, state and national conferences with Light/Color/Astronomy as the focus of interdisciplinary thematic units and will continue to work directly with SFUSD beginning teachers and Paul Revere staff, to develop teacher science content and technology information to benefit all students.

VERMONT ELEMENTARY SCIENCE
VERMONT

Steve Bless sbless@monkton.k12.vt.us Steve Bless came to Vermont by way of Iowa and Idaho. He has twenty years experience as an elementary school teacher in the Addison Northeast Supervisory Union. He holds a Masters degree in Curriculum and Instruction from Castleton State College. Steve is currently the library/media/technology/enrichment teacher at Monkton Central School and serves on the district Technology and Library Committees. Working as district representative for the Vermont Institute of Science, Math and Technology (VISMT), Steve has developed a model for inquiry-based learning and integration. He is involved in classroom research as a member of the Continuous Assessment in Science Project (CASP). Steve was selected as Vermont's State Conservation Teacher of the Year in 1995. As a partner in Pleasant Street Associates, he does consulting work for the Vermont Dept. of Forests, Parks and Recreation, VISMT and the Lewis Creek Association. Steve also teaches courses on integrating telecommunications and other technologies into the curriculum.

Graham Clarke graham.clarke@acsubbs.acsu.k12.vt.us I have just completed my first year teaching grade 6 at Shoreham School in Shoreham, Vermont (population 1,000). As it is a small school, each teacher is responsible for all academic subjects. I have been in this supervisory union for seven years. The past two years I have served on district-wide science and science, math and technology committees. The former is in the midst of rewriting the district curriculum using the National Standards and Vermont's Common Core Document. I have been involved with the Continuous Assessment in Science Project (CASP) for the past year as a teacher-researcher. This work forms the basis of my master's thesis. Two other Shoreham teachers recently completed a CASP institute. The three of us are initiating school-wide initiatives in science for this coming year.

Gregg Humphrey gregghnas@aol.com Co-Director, Vermont Elementary Science Project. A National Science Foundation funded project of the National Center for Improving Science Education/The NETWORK, Inc. We have developed a model of "sustained support" which uses inquiry based physics investigation as the core for pedagogical growth in K-6 teachers. Co-Director, The Continuous Assessment in Science Project. A National Science Foundation funded pilot project awarded to the Vermont Elementary Science Project. We are developing a model for "everyday assessment" which uses classroom research to uncover student conceptual understanding and track student process skill and dispositional growth. We are also documenting how this assessment focus impacts on teacher growth as elementary science facilitators.

Kathy Renfrew Krenfrew@peacham.k12.vt.us I currently teach grades 5th/6th at Peacham Elementary School. For the past four to five years I have been working to improve my own science teaching and thus science instruction in our school. I am currently participating in the Continuous Assessment in Science Project with Gregg Humphrey and Maura Carlson. This is my second year of being part of this project.

Return to Graduate Resources Page

Institute for Inquiry
©1997 Exploratorium, 3601 Lyon Street, San Francisco, CA 94123