Inquiry based learning in open learning spacesPresentation Transcript
INQUIRY BASED LEARNING IN OPEN LEARNING SPACES WEDNESDAY 20TH JULY
What is IBL? Inquiry Based Learning is a pedagogy based on the constructivist approach to learning, that is, to generate knowledge and meaning from experience. J Mayln-Smith describes Inquiry Based Learning as “...experiential, hands-on, active learning which integrates deep academic and rigorous technical content in problems and projects which connect school to life and work.” (1997, p.7)
IBL at Matthew Flinders GSCKey Features of the Inquiry Based Learning approach at MFGSC •Team teaching •Team approach to planning for teachers •Inquiry Based Learning •Culminating Rich Task (extended task) •Authentic/ “Making a Difference” •Commitment to interdisciplinary learning (discipline based and non discipline based areas of VELS) •On demand access to ICT including access to curriculum online 24/7 •Deinstitutionalised and flexible classroom space •Students direct own learning - more choice in terms of direction and management •Commitment to Professional Learning, in particular, from each other (including students, education community)
The inquiry process developed has three distinct phases, Immersion, Petit Inquiries and the Rich Task. The nature of the Rich Task determines the skills, knowledge and understandings students need to develop throughout the Immersion and Petit Inquiry phases. The initial phases of the inquiry are designed to scaffold the Rich Task.
The Immersion stage is designed to put the inquiry into context, engage the student and to teach the central skills required to complete the Rich Task. This phase uses a wide range of resources and activities designed to cover a wide range of learning styles. The Immersion stage is teacher directed.
The Petit Inquiry stage is designed to allow students to explore an aspect of the topic in more detail, share their findings with their peers and to generate possible areas of inquiry for the Rich Task. It is also where research skills are developed and improved, along with other skills such as ICT and Communication depending on the task. Although the tasks have some teacher direction, the tasks are open ended and students have a degree of choice in terms of the depth of inquiry and presentation mode.
The Rich Task is the culminating performance piece of the unit. It allows students to both showcase existing skills and develop new skills, knowledge and understandings. Students direct the inquiry. Students develop their own questions, plan independently and present their work in a format of their own choice. The task is open ended and has authenticity (“making a difference”) as a requirement
ASSESSMENT The assessment RUBRIC’s used by MFGSC are based on VELS and very detailed. The strands covered include the ICT, Communicating, Thinking, processing and inquiry, Interpersonal and Personal learning etc. As well as the subject based strands. These would take time to set up but in the long run would make reporting much easier. Students could also refer to them for self assessment and take charge of their own learning.
OPEN LEARNING SPACES The open Learning Spaces have a variety of seating options for the students. They do not have enough chairs and tables for each student. There are couches, cushions and low coffee tables. Students work where they feel most comfortable. There is no “front of the room.” When the teacher needs to give instructions to a group of students they go to a “Meeting Area”
More information on MFGSC Inquiry Based Learning can be found at: http://www.stixy.com/guest/46520 http://www.stixy.com/guest/69460