Discussion and Conclusion

Chapter 11: Cigarette Smokers Conclude “Not in My Body!”

by Carrie Bashaw 

“Give me that mike; I’m not done yet” exclaimed the student “who formerly refused to get up in front of the class to talk about a subject….” She now had become one of the “active presenters in the classroom.” This class of special needs students focused their attention on environmental sciences, applying scientific practices to learn science content through four separate investigations. Teacher Carrie Bashaw describes her students’ extensive use of self-assessment, peer feedback, and oral communication throughout their investigations. “I set up my class so that students worked in small groups (and one large group for certain aspects of learning, like using different technological meters and participating in discussions about each other’s inquiries), which taught them to share tasks, to cooperate and compromise, and to respect one another’s ideas.” Use of these strategies enabled the More Emphasis condition— Supporting a classroom community with cooperation, shared responsibility, and respect—to be achieved. The impact of this inquiry-based learning experience extended well beyond subject matter learning into the students’ personal lives.