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Inquiry-based Learning
Inquiry-based Learning
Inquiry-based Learning
Inquiry-based Learning
Inquiry-based Learning
Inquiry-based Learning
Inquiry-based Learning
Inquiry-based Learning
Inquiry-based Learning
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Inquiry-based Learning

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Inquiry-based learning components

Inquiry-based learning components

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  • Based on John Dewey's philosophy that education begins with the curiosity of the learner Works well with many educational techniques including multiple-intelligence, cooperative learning, and constructivism Can be implemented during any activity and with any subject or grade level Focuses on information-processing and problem-solving skills More emphasis on "how we come to know" and less on "what we know." Students learn how to continue learning.
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    • 1. Inquiry-Based Learning Janetta Garton Technology Curriculum Director Willard R-II School http://www.willard.k12.mo.us/co/tech/inquiry.htm Based on John Dewey's philosophy that education begins with the curiosity of the learner Works well with many educational techniques including multiple-intelligence, cooperative learning, and constructivism Can be implemented during any activity and with any subject or grade level Focuses on information-processing and problem-solving skills More emphasis on "how we come to know" and less on "what we know." Students learn how to continue learning.
    • 2. Inquiry-Based Learning has 5 common components Questions Student Engagement Cooperative Interaction Performance Evaluation Variety of Resources
    • 3. <ul><li>Lesson begins with a question </li></ul><ul><li>Essential question </li></ul><ul><li>The teacher asks an essential question </li></ul><ul><li>Stimulates investigation and sparks curiosity </li></ul><ul><li>Can be asked over and over, no one right answer </li></ul><ul><li>Answer must be invented or constructed </li></ul><ul><li>From the top of Bloom&apos;s Taxonomy </li></ul><ul><ul><ul><li>Requires students to EVALUATE (make a thoughtful choice between options, with the choice based upon clearly stated criteria) </li></ul></ul></ul><ul><ul><ul><li>Requires students to SYNTHESIZE (invent a new or different version) </li></ul></ul></ul><ul><ul><ul><li>Requires students to ANALYZE (develop a thorough and complex understanding through skillful questioning) </li></ul></ul></ul><ul><li>General in nature and lead to more questions </li></ul><ul><li>Example Essential Questions </li></ul><ul><li>Must a story have a moral? </li></ul><ul><li>Were mathematical theorems invented or discovered? </li></ul><ul><li>Subsidiary/Unit Questions </li></ul><ul><li>Developed by students and teacher to find an answer to the essential question </li></ul><ul><li>Topic orientated </li></ul><ul><li>Specific </li></ul><ul><li>Example </li></ul><ul><li>Essential Question: Do we have to fight wars? </li></ul><ul><li>Unit Question: What events lead to the Civil War? </li></ul>Questions
    • 4. <ul><li>Teacher is facilitator </li></ul><ul><li>Students </li></ul><ul><ul><li>carry out activities using materials, observing, evaluating, and recording information </li></ul></ul><ul><ul><li>sort out information and decide what is important </li></ul></ul><ul><ul><li>see detail </li></ul></ul><ul><ul><li>detect sequences and events </li></ul></ul><ul><ul><li>notice change </li></ul></ul><ul><ul><li>detect differences and similarities </li></ul></ul><ul><ul><li>are creating a unique product that shows their understanding </li></ul></ul>Student Engagement
    • 5. <ul><li>Students are asked to </li></ul><ul><ul><li>work in pairs or groups </li></ul></ul><ul><ul><li>discussing ideas </li></ul></ul><ul><li>Not a competition. </li></ul><ul><li>Answers come in all shapes and forms. </li></ul>Cooperative Interaction
    • 6. <ul><li>Students create an end product to communicate their knowledge, </li></ul><ul><ul><li>slideshow </li></ul></ul><ul><ul><li>graph </li></ul></ul><ul><ul><li>poster </li></ul></ul><ul><ul><li>song </li></ul></ul><ul><ul><li>mural </li></ul></ul><ul><li>Scoring Guides </li></ul><ul><ul><li>students see SG prior to creating product </li></ul></ul>Performance Evaluation
    • 7. textbooks reference books magazines web sites videos podcasts posters experts Variety of Resources
    • 8. Traditional Lesson Students will be taught the 3 types of rocks (sedimentary, igneous, metamorphic) using a textbook. Students will then create a flipbook of the three types of rocks that includes definitions and examples. The Inquiry-Based Learning Version Essential Question : What patterns exist under the earth&apos;s crust? Student Engagement : Students observe rock samples detecting differences and similarities, sorting and recording information Cooperative Learning : Students will work in research groups Performance Evaluation : Students will publish a multimedia slide to be shared with their classmates, scored with a scoring guide Variety of Resources : textbook, Internet, CD-ROMS, and rock samples. Example
    • 9. Graphics courtesy of lumaxart via Flickr www.flickr.com/photos/lumaxart/ thegoldguys.blogspot.com www.lumaxart.com

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