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Inquiry based learning

Inquiry based learning

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I blearning s06 I blearning s06 Presentation Transcript

  • Inquiry Based Learning Heartland Community College IDC
  • Inquiry Based Learning
    • Definitions
      • Inquiry is the process of formulating questions, organizing ideas, exploring and evaluating information, analyzing and synthesizing data, and communicating findings and conclusions.
        • http://virtualinquiry.com/inquiry/inquiry1.htm
  • Inquiry Based Learning
    • Definitions
      • “A student-centered, active learning approach focusing on questioning, critical thinking, and problem-solving. It's associated with the idea "involve me and I understand." “
        • http://eduscapes.com/tap/topic43.htm
  • Inquiry Based Learning
    • Socrates
    • Dewey
    • J. Richard Suchman-Illinois Studies in Inquiry
  • Inquiry Based Learning
    • Key Principles
      • Driven by learner’s questions not teacher’s
      • Constructivist-many ways to construct meaning from knowledge and imparting skills is more important than specific information
      • Metaphor is “surfing the web”
  • Inquiry Based Learning
    • Advantages
      • Adaptable to many types of projects
      • “ Hits” several learning styles
      • “ Hits” multiple skills
      • Emphasizes Collaborative Learning
      • Focuses on student examples, knowledge, experiences.
        • http://www.youthlearn.org/learning/approach/inquiry.asp
  • Inquiry Based Learning
    • Disadvantages
      • Instructor gives up some control
      • Demands a lot of preparation time and planning
      • Perhaps more demands on students to be active learners
      • Assessment can be difficult
      • Focus moves away from content vs. process
        • “How we come to know vs. what we know”
  • Inquiry Based Learning
    • Four Levels of Inquiry
      • Controlled
      • Guided
      • Modeled
      • Free
        • ( School Library Media Activities Monthly , v. 15 no. 6 (February 1999) p. 38-42)
  • Inquiry Based Learning
    • Socratic Method and Scientific Method
      • Observation
      • Hypothesis formulation
      • Prediction/Expectation
      • Test/Experiment/Analysis
      • Report/Reflect/Critique
  • Inquiry Based Learning
    • Student Learning Outcomes
      • Content of Subject
      • Content in Larger Conceptual Framework
      • Information Processing Skills
      • Nurtured Habits of the Mind
        • http://www.thirteen.org/edonline/concept2class/inquiry/index_sub2.html
  • Inquiry Based Learning
    • Pre-Planning
      • What questions do students have?/Topics?
      • What will be the time frame?
      • What will be the scope?
      • Will it tie to other course work and how?
      • Learning goals?/Level of Inquiry?
      • Media/Resource/Information needs?
      • Group work?
  • Inquiry Based Learning http://www.youthlearn.org/learning/activities/howto.asp
  • Inquiry Based Learning
    • Question Types
      • Factual, Interpretive, Evaluative
      • Fact, Why, Imagine
      • Bloom’s: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation
      • Why, How, Which
      • Inference, Interpretation, Transfer, Hypothesis
  • Inquiry Based Learning
    • Question Types
      • Essential, Elaborating, Clarification, Irrelevant, Irreverent, Hypothetical, Unanswerable, Strategic, Provocative, Telling, Divergent, Probing, Inventive, Planning
        • http://www.fno.org/oct97/question.html
  • Inquiry Based Learning
    • Possible Examples from Your Classes
    • Questions Worksheet
  • Inquiry Based Learning
    • Assessments
      • Self-Reflection on process
      • Journals
      • Traditional Content Based assessments
      • Application to new problem/topic
      • Observation and Listening
  • Inquiry Based Learning
    • Summary Checklist
      • Create Learning Objectives
      • Create Boundaries or Limit Scope
      • Identify Boundaries and Scope in Discipline
      • Identify some Specific Content
      • Identify Resources needed
      • Anticipate Problems and create plan B
      • Know your students
  • Inquiry Based Learning
    • Summary Checklist (continued)
      • Create questions and question types
      • Create On-Going Assessments
      • Provide Feedback to Students
      • Connect Activities to Rest of Course
      • Use Advanced Students as Facilitators
      • Be Prepared to “Scrap” this Checklist
        • http://www.thirteen.org/edonline/concept2class/inquiry/implement_sub2.html
  • Inquiry Based Learning
    • References
      • http://eduscapes.com/tap/topic43.htm
      • http://virtualinquiry.com/inquiry/inquiry1.htm
      • ( School Library Media Activities Monthly , v. 15 no. 6 (February 1999) p. 38-42)
      • http://www.youthlearn.org/learning/activities/howto.asp
      • http://www.fno.org/oct97/question.html
  • Inquiry Based Learning
    • References
      • http://www.thirteen.org/edonline/concept2class/inquiry/implement_sub2.html
      • http://www.inquiry.uiuc.edu/index.php3
      • http://www.galileo.org/tips/essential_questions.html
      • http://www.questioning.org/Q7/toolkit.html
      • http://www.queensu.ca/ctl/goodpractice/inquiry/index.html