Enquiry-Based Learning: The fundamentals, the basics : Dr George Allan BSc MA(Ed) PhD FHEA FBCS FNZCS CEng CITP MIMIS MIEEE University of Portsmouth LTEA 25 June 2008

The Learning Experience Training: Improved ability Learning: Improved thinking Knowledge: Improved reasoning Wisdom: Improved judgement

Thinking

Thinking

Thinking 1 Finding facts + learning these + recall descriptive How deeply does this engage the brain? What purpose does this serve? Can we improve on this?

Finding facts + learning these + recall

descriptive

How deeply does this engage the brain?

What purpose does this serve?

Can we improve on this?

Learning Find and write about information Thinking + Writing = Better Thinking

Find and write about information

Thinking

+

Writing

=

Better Thinking

The Iterative Relationship between Thinking and Writing What do you see as the connection between ‘Thinking’ and ‘Writing’ ? Draw a picture if you can.

What do you see as the connection between ‘Thinking’ and ‘Writing’ ?

Draw a picture if you can.

Student Work 15/25 mins Small groups discussions on individual work 10/15 mins Motivation for next topic. Guidance on enquiries and students’ study Whole-class participation Holistic learning Short bursts of information Short bursts of activity Student engagement Teaching Session Structure An Enquiry-Based Paradigm Student Work

Whole-class participation

Holistic learning

Short bursts of information

Short bursts of activity

Student engagement

Using a Learning Journal Learning journal - collection of reflective writings Reflective writing/drawing – a physical form of reflective thinking Reflective thinking

Learning journal - collection of reflective writings

Reflective writing/drawing – a physical form of reflective thinking

Reflective thinking

Reflection – a collection of intellectual activities to reach deeper understanding (Boud, Keogh and Walker, 1985) - the process of discovering the limits of one’s own expertise (Sch ön, 1983) - mentally questioning what we understand (Broad, 1924)

– a collection of intellectual activities to reach deeper understanding (Boud, Keogh and Walker, 1985)

- the process of discovering the limits of one’s own expertise (Sch ön, 1983)

- mentally questioning what we understand (Broad, 1924)

Reflection The Kolb cycle experience reflect generalize test The Cowan diagram Reflection for action Reflection in action Reflection on action

The Kolb cycle

experience

reflect

generalize

test

The Cowan diagram

Reflection for action

Reflection in action

Reflection on action

Thinking 2 Descriptive Recall + some cognitive skills Interpretation Analysis Explanation Description + these cognitive skills = Reflection

Descriptive Recall +

some cognitive skills

Interpretation

Analysis

Explanation

Description + these cognitive skills = Reflection

interpretation to comprehend and express the meaning or significance of: data events situations procedures

to comprehend and express the meaning or significance of:

data

events

situations

procedures

analysis to identify relationships among statements, concepts

to identify relationships among statements, concepts

explanation to state the results of reasoning to justify reasoning in terms of evidence

to state the results of reasoning

to justify reasoning in terms of evidence

Strategies for Engaging Students with Their Own Learning Feedback from Students on Thinking Learning by ‘doing’ engaged their minds and made them think Doing an enquiry Record the ‘doing’ = Learning Log Writing made them think Critical thinking made them think

Feedback from Students on Thinking

Learning by ‘doing’ engaged their minds and made them think

Doing an enquiry

Record the ‘doing’ = Learning Log

Writing made them think

Critical thinking made them think

Dr George Allan University of Portsmouth School of Computing 023 9284 6415 [email_address] http://userweb.port.ac.uk/~allang/

Critique Find a relevant fact – probably worth 1 mark Explain WHY it is important – score marks Explain HOW it is relevant - score marks

Find a relevant fact – probably worth 1 mark

Explain WHY it is important – score marks

Explain HOW it is relevant - score marks

Evaluation Compare the similarities and explain these in writing Compare the differences and explain these in writing.

Compare the similarities and explain these in writing

Compare the differences and explain these in writing.

Review More than a simple summary Reflect with explanations - tell us HOW and WHY - score marks

More than a simple summary

Reflect with explanations - tell us HOW and WHY - score marks