Inquiry based learning pl facultiesPresentation Transcript
It’s implementation within the classroom Cherine Spirou – LMC NSWDEC
Tell me and I forget, show me and Iremember, involve me and I understand.
Wherever there is a child thereis curiosity and where there is curiosity there is science.
"Questions and inquiry make way for innovation. When you already have the answer there is no longer a reason to innovate." Twitter: @ktenkely
Inquiry Based Learning – what is it?Inquiry Based Learning is a student – centred instructional method thatis based on substantially increased student involvement in the learning process.
INQUIRY Understanding New knowledgeInvolvement Skills & Attitude
Definition of Inquiry “A seeking for truth, information or knowledge – seeking information by questioning”“Involving the learner and leading him/her to understand” Students become less prone to ask questions as they move through the higher years of education. For example: kindergarten children will ask hundreds of questions; while students in Year 9 may ask one or two questions depending on the reason behind it.
“To inquire into specific scientificphenomena, studentsneed to draw upon a foundation of experience”
What is Science Inquiry?1) What does Science inquiry mean to you?2) What is the difference between a traditional classroom and an Inquiry Based classroom? Traditional Classroom What would the teacher be doing? What would the student be doing? Inquiry Based Classroom What would the teacher be doing? What would the student be doing?
So what’s the difference between IBL & traditional classroom practice? Inquiry Based TraditionalPrinciple Learning Theory Constructivism Behaviourism Student Participation Active Passive Student involvement in Increased responsibility Decreased responsibility outcomes Student role Problem solver Direction follower Curriculum goals Process oriented Product oriented Teachers role Guide/facilitator Director/transmitter
Effective InquiryEffective inquiry is more than just asking questions.It involves: A Context of questions A framework of questions A focus on questions Different levels of questions
Essential Elements of Inquiry Based Learning1. Meanings should not be deceptive to beginners (easy to understand)2. Useful knowledge should be structured (easy to map out)3. Structured knowledge should be applicable, transferable and accessible to a broad range of applications & students. (easy to use and be shared easily)4. Structured knowledge should be easily retrieved so that new knowledge can be gained without too much effort. (can relate to others and to further new knowledge)
“Students open exploration leads to a range of interests andquestions that lead intodeeper investigation and understanding”
“Exploring ways that inquirers collect and record first hand data, and observe and raisequestions, make predictions, test hypotheses and develop understanding allows us to formulate student patterns and relationships”
Inquiry Learning – Is it happening in your classroom?1. Make a list of what you think regularly happens in your science class by reflecting on a lesson you did recently.2. What were you doing? What were your students doing? Was it inquiry based or traditional learning?3. Use the following table to assist you in reflecting on your answers:
Question Answer Traditional or IBLAre students exploring? What questions were asked? Did students ask questions?What type of questions did students ask? Are students working with materials? What did you do to facilitate student thinking?
The 5 E’s Learning Cycle
ENGAGE!Students need to: First encounter and identify the task Make connections between past and present learning connections Need to be asked a question or to define a problem to be engaged and focussed.
Students: EXPLORE Have the opportunity to get directly involved Develop a knowledge and get experience in task Build a base of common experience Learn to share and communicate with other team members Allow the inquiry process to drive the instruction Have the teacher as the facilitator – to provide materials and guide their focus.
EXPLAINStudents: Begin to learn to put the experience into a communicable form. Have the teacher there to help with the language needed to communicate and “explain” the task.
ELABORATEStudents: Expand on the concepts they have learned Make connections to other related concepts Apply their understanding to the world around them
EVALUATEStudents: Allow the teacher to determine if they have reached understanding of concepts and knowledge. Give the teachers a chance to revisit any misconceptions that student may have received from the inquiry process.
Starting the Inquiry Process in the classroom.1. How do you motivate your students when starting a topic?2. How do you engage your students?3. How do you assess your students’ level of understanding of a new topic?4. How do you know what your students want? (Using the method KWL (What do we Know, what do we Want to know and what have we Learnt) method for the beginning of a topic is always an easy way)
Focus the Inquiry What do we Know (K) What do we want to What have we learnt learn (W) (L)Once you have designed a KWL chart, you can use that todesign your investigation or start the topic.1. Select one or two of the questions from the KWL chart that you could use a launching activity for your class.2. Discuss the two questions on how you would use these questions to build upon your topic/lesson.