Enquiry-Based Learning: The fundamentals, the basics

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Presented at the LTEA Conference 2008, University of Sheffield. …

Presented at the LTEA Conference 2008, University of Sheffield.
The aim of this interactive workshop is to describe and discuss the basic processes of inquiry-based learning. We will look at what we expect students to do when they make inquiries, how we can generate enthusiasm to make inquiries, what we expect them to bring back from inquiries and what we can do with all this to turn it into learning.

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  • 1. 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
  • 2. The Learning Experience Training: Improved ability Learning: Improved thinking Knowledge: Improved reasoning Wisdom: Improved judgement
  • 3.
    • Thinking
  • 4. 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?
  • 5. Learning
    • Find and write about information
        • Thinking
    • +
            • Writing
    • =
            • Better Thinking
  • 6. The Iterative Relationship between Thinking and Writing
    • What do you see as the connection between ‘Thinking’ and ‘Writing’ ?
    • Draw a picture if you can.
  • 7. 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
  • 8. Using a Learning Journal
    • Learning journal - collection of reflective writings
    • Reflective writing/drawing – a physical form of reflective thinking
    • Reflective thinking
  • 9. 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)
  • 10. Reflection
    • The Kolb cycle
        • experience
        • reflect
        • generalize
        • test
    • The Cowan diagram
      • Reflection for action
      • Reflection in action
      • Reflection on action
  • 11. Thinking 2
    • Descriptive Recall +
    • some cognitive skills
    • Interpretation
    • Analysis
          • Explanation
    • Description + these cognitive skills = Reflection
  • 12. interpretation
    • to comprehend and express the meaning or significance of:
      • data
      • events
      • situations
      • procedures
  • 13. analysis
    • to identify relationships among statements, concepts
  • 14. explanation
    • to state the results of reasoning
    • to justify reasoning in terms of evidence
  • 15. 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
  • 16. Dr George Allan University of Portsmouth School of Computing 023 9284 6415 [email_address] http://userweb.port.ac.uk/~allang/
  • 17. Critique
    • Find a relevant fact – probably worth 1 mark
    • Explain WHY it is important – score marks
    • Explain HOW it is relevant - score marks
  • 18. Evaluation
    • Compare the similarities and explain these in writing
    • Compare the differences and explain these in writing.
  • 19. Review
    • More than a simple summary
    • Reflect with explanations - tell us HOW and WHY - score marks