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Support resources for the Art of Teaching: Engaging Students in Inquiry Learning video series http://www.viu.ca/iel/teachlearn/art_of_teaching_2/index.asp ...

Support resources for the Art of Teaching: Engaging Students in Inquiry Learning video series http://www.viu.ca/iel/teachlearn/art_of_teaching_2/index.asp

These resources are part of the online SCoPE seminar April 2-20, 2012
http://scope.bccampus.ca/mod/forum/view.php?id=8757

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    Chapter guide Chapter guide Document Transcript

    • ART OF TEACHING: ENGAGING STUDENTS IN INQUIRY LEARNINGChapter GuideIntroducing Inquiry Through Mountain Metaphor • Learning to ask the important questions • Learning the requisite theory & background knowledge – collecting information from the immediate situation • Critical thinking-in-action; fully-considered decisions and effective problem solving in response to questions • Deepening knowledge through assessing and reflecting on experience Introduction • Working with challenges of teamwork & collaborative decision making • Authentic Assessment: Real consequences are the measure of success1. Building Inquiry Through Student Response First Year ~ English Literature Class • Students define powerful questions from readings & research • Professor shapes class dialogue and inquiry from students’ questions • Inquiry teams of 4 guided by collaborative learning protocols • Authentic and ongoing feedback and assessment Jeannie Martin2. Team-Based Case Study – A Professional Care Plan Second Year ~ Child & Youth Care Program • Progression: Building theoretical / conceptual foundations for inquiry • Inquiry: Teachers & students developing parallel case studies; link to practicum • Supporting Elements: Year-long student teams & professors “Team Teaching” • Assessment: Performance & traditional; guided by co-created rubrics Heather Sanrud, Patti Ranahan3. Critical Thought & Inquiry Through Progressive Case Third Year ~ Business Management / Law • Inquiry Model: 3 case studies presented with progression of complexity • Major emphasis on learning the meta-skills of critical thought • Model of teacher-as-researcher: Ongoing inquiry into teaching/learning • Teams of 3 are teacher-structured with clear protocols: Focus on diversity Dana Collette • Assessment: Criterion-based with ongoing feedback & coaching-to-mastery4. Inquiry Through Undergraduate Research Fourth Year ~ Sciences ~ Individual Students • Students shape their question guided by faculty advisement • Significant personal investment with real risk of failure of inquiry • Emerging self confidence and self efficacy are clear outcomes • Emphasis placed on quality of thinking and rigor of inquiry; reality context Erick Groot • Assessment: Criterion-based evaluated by self, peers, community & advisors5. Storytelling, Case Study and the Art Of Dialogue M.A. ~ Indigenous Peoples and Self-Determination • Inquiry Model: Critical dialogue as response to readings & case studies • Beginning each class, students submit inquiry questions generated from readings; questions become catalyst for class inquiry & dialogue • Teacher interactions create safe place for risk taking & critical inquiry Jeff Corntassel • Assessment: Professor provides extensive feedback & questions to extend inquiry6. Team Inquiry Through Community-Based Case Method M.Ed. ~ Leadership Studies / Educational Change • Inquiry Model: In real-time case study, teams form inquiry questions & focus for team investigation • Community panel presents case: Students analyze, research, and formulate response & recommendations; results presented back to panel • Teams of 6 formed on basis of maximum diversity supported by protocols Neil Smith • Performance & reflections assessed by self, team, professor & community on basis of negotiated rubric and self-defined team expectations