Inquiry basednew


Published on

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • .
  • Inquiry y -based learning is a difficult thing to define.  There are characteristics that educators agree are present in all or most Inquiry Based lessons The following is a list of five main components of IQBL
  • We all remember comprehension, application, analysis, synthesis, and evaluation.  While those are kinds of metacognition, classifying the questions teachers ask becomes an an even more significant thing as the teacher sets the learning environment and expectations.
  • We all know how excited kids get when they are asked to write book reports.  When they are asked to present are view as a news anchor that will be video tapped the feeling changes.  We are not merely entertaining our students.  Life poses problems in real everyday context.  By guiding students through those same scenarios we allow them to learn to solve problems in a supported environment with the help of their peers and their teacher.
  • The Internet is just not the safe place we would like it to be.  We have the responsibility of keeping our students away from offensive material and safe from other users.  We can do this by selecting the sites ahead of time.  Reviewing the links on those pages and providing a “hotlist” of sites that students are allowed to look for information.
  • Standard  classroom  teacher provides a list of things to fill in.  Write as paragraph IQBL Classroom   What would you want to know?   List questions ….. Provide resources………     Guide to a product that shows what they have learned.
  • Cooperative Learning is a very important part of Inquiry-based Learning. Interaction between kids Gives new roles to kids Excitement  discovery   aha  celebrate learning! Presentations    Communication skills ……..  Language…….. Movement
  • The act of reasoning from factual knowledge or evidence. Inductive Reasoning : Given detailed, concrete, factual information, the learner then forms a general, probable, predictive conclusion.  Example : Details- Red-cheeked faces, heavy coats, mittens, sniffling, boots, clear blue sky? Conclusion- It’s a very cold day in winter in MN.  Deductive Reasoning : Given a general truth, the learner then reasons through to a factual, concrete, detail.  Example : Conclusion- It’s below zero outside that day 
  • Key to learning
  • Inquiry basednew

    1. 1. Inquiry-Based Learning How It Looks, Sounds and Feels
    2. 2. How does Inquiry Lessons differ from the traditional approach?In general, the traditional approach tolearning is focused on mastery of content,with less emphasis on the development ofskills and the nurturing of inquiring attitudes.The current system of education is teachercentered, with the teacher focused on givingout information about "what is known."Students are the receivers of information, andthe teacher is the dispenser. Much of theassessment of the learner is focused on theimportance of "one right answer." Traditionaleducation is more concerned with preparationfor the next grade level and in-school successthan with helping a student learn to learnthroughout life.
    3. 3. What Is Inquiry and Why Do It? Inquiry-based Learning The inquiry approach is more focused on using and learning content as a means to develop information-processing and problem-solving skills. The system is more student centered, with the teacher as a facilitator of learning. There is more emphasis on "how we come to know" and less on "what we know." Students are more involved in the construction of knowledge through active involvement. The more interested and engaged students are by a subject or project, the easier it will be for them to construct in- depth knowledge of it. Learning becomes almost effortless when something fascinates students and reflects their interests and goals.
    4. 4. Definitions from Students “When you do stuff that isreal.” “It is like projects and thingsthat take a long time.” “When kids work in groups orwith partners and make bigthings.” “It’s fun!”
    5. 5. Five Characteristics of Inquiry-Based Learning
    6. 6. 1. Bloom’s TaxonomyInquiry-based Learningasks questions that comefrom the higher levels ofBloom’s Taxonomy.
    8. 8. 6. Evaluation: appraise, argue, assess, attach, choose compare, defendestimate, judge, predict, rate, core, select, support, value, evaluate5. Synthesis: arrange, assemble, collect, compose, construct, create, design,develop, formulate, manage, organize, plan, prepare, propose, set up,write.4. Analysis: analyze, appraise, calculate, categorize, compare, contrast,criticize, differentiate, discriminate, distinguish, examine, experiment,question, test.3.Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.2. Comprehension: classify, describe, discuss, explain, express, identify,indicate, locate, recognize, report, restate, review, select, translate,1. Knowledge: arrange, define, duplicate, label, list, memorize, name,order, recognize, relate, recall, repeat, reproduce state. handouts
    9. 9. .2. Asks Questions that Motivate Inquiry-Based Learning involves questions that are interesting and motivating to students.
    10. 10. 3. Utilizes wide variety of resourcesInquiry-based Learningutilizes a wide variety ofresources so studentscan gather informationand form opinions. Inquiry in the Classroom
    11. 11. 4. Teacher as FacilitatorTeachers play a newrole as guide orfacilitator
    12. 12. Teacher as Guide What does facilitating a class reallymean?Rather than teach content, you will manage team memberinteractions so that teams stay focused and make progress.With your careful encouragement, each teams problem, plan ofaction, and outcome will emerge on its own, the uniqueproduct of its members collective strengths and interests. Inyour role of facilitator, you will begin by briefing students ontheir projects they will be doing. When team work begins, youwill spend most of your time observing team members todetermine what problems they are having working together andcompleting their assignments.
    13. 13. 5. Meaningful products come out of inquiry-based learning
    14. 14. Learning in the Classroom Cooperative Learning Teamwork Excitement Presenting Movement
    15. 15. Five Kinds of Questions Need to beAsked in Inquiry-based Learning1.Inference Questions2.Interpretation Questions3.Transfer Questions4.Questions about Hypotheses5.Reflective QuestionsThe Art of Questioning by Denise WolfResearch project for the Rockefeller Foundation.
    16. 16. Inference Questions… Ask students to gobeyond the immediatelyavailable information. Ask students to look forclues, examine them anddecide if they have a rolein the question.
    17. 17. Examples of Inference Questions “What conclusions can youdraw by looking at thisphotograph?” “How did the author feel about thecharacter in the story?”
    18. 18. Interpretation Questions… Ask students to predict whatconsequences may occur as aresult of a given scenario. Ask students to combinepast knowledge of situationsand new factual information.
    19. 19. Examples…“You found that Sports Illustratedactually had more tobacco ads thanany other magazine we looked at.What does that say about SportsIllustrated?”“We read and loved two books byHill. What patterns did you see thatyou think might be present in thethird book?”
    20. 20. Transfer Questions…Ask students to take theirknowledge and apply it to newsituations.Ask students to expand theirthinking.
    21. 21. Examples…“We found many patterns in mathtoday. Now let’s look at our LanguageArts lesson on adverbs. Let’s seewhat patterns you find there?”“We learned how to make Inspirationwebs from paragraphs in ourtextbook. Now let’s try going the otherway and making a web and thenwriting a paragraph from it.”
    22. 22. Questions about Hypotheses… Ask students to predictoutcomes and carry out tests todiscover new knowledge. Questions are often seen inscience, but belong in alldisciplines.
    23. 23. Example:“How can we find outif Energizer batteriesreally last the longest?”
    24. 24. Reflective Questions…Ask students to look again atthe beliefs they have and theevidence that supports them.Lead students back intoinvestigation.
    25. 25. Examples… “How do we really knowthat there are no aliens outthere?” “How do we know thatthe show on TV was tellingthe truth?”
    26. 26. Where do You Begin?Examine your lessonsListen to the questions you ask.Start with small projects andslowly expand.Remember, children who are notused to thinking may not know howto approach problems. Be theguide.
    27. 27. Planning an Inquiry Lesson1.Think of a topic or standard youmight teach in your area.2.Write down several questions youmight ask to motivate your students.3. Label the type of question it is asexplained in this PowerPointpresentation.
    28. 28. Inquiry-based Learning in Classrooms
    29. 29. Students Doing Inquiry-based Learning Students view themselves as learners in the process of learning.*They look forward to learning.*They demonstrate a desire to learn more.*They seek to collaborate and work cooperativelywith teacher and peers.*They are more confident in learning, demonstratea willingness to modify ideas and take calculatedrisks, and display appropriate skepticism.
    30. 30. Students accept an "invitation to learn" and willingly engage in an exploration process. *They exhibit curiosity and ponderobservations.*They move around, selecting andusing the materials they need.*They confer with their classmates andteacher about observations andquestions.*They try out some of their own ideas.
    31. 31. Students raise questions, proposeexplanations, and use observations. *They ask questions (verbally andthrough actions).*They use questions that lead them toactivities generating further questionsor ideas.*They observe critically, as opposed tocasually looking or listening.*They value and apply questions as animportant part of learning.*They make connections to previousideas.
    32. 32. Students plan and carry outlearning activities.*They design ways to try out their ideas,not always expecting to be told what todo.*They plan ways to verify, extend,confirm, or discard ideas.*They carry out activities by: usingmaterials, observing, evaluating, andrecording information.*They sort out information and decidewhat is important.*They see detail, detect sequences andevents, notice change, and detectdifferences and similarities.
    33. 33. Students communicate using avariety of methods.*They express ideas in a variety of ways,including journals, drawing, reports,graphing, and so forth.*They listen, speak, and write aboutlearning activities with parents, teacher,and peers.*They use the language of learning,apply the skills of processinginformation, and develop their own"ground rules" appropriate for thediscipline.
    34. 34. Students critique their learning practices.*They use indicators to assesstheir own work.*They recognize and report theirstrengths and weaknesses.*They reflect on their learningwith their teacher and theirpeers.
    35. 35. The importance of inquirylearning is that students learnhow to continue learning. This issomething they can take withthem throughout life -- beyondparental help and security,beyond a textbook, beyond thetime of a master teacher, beyondschool -- to a time when they willoften be alone in their learning.
    1. A particular slide catching your eye?

      Clipping is a handy way to collect important slides you want to go back to later.