Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Chapter guide


Published on

Support resources for the Art of Teaching: Engaging Students in Inquiry Learning video series

These resources are part of the online SCoPE seminar April 2-20, 2012

Published in: Education
  • Be the first to comment

  • Be the first to like this

Chapter guide

  1. 1. ART OF TEACHING: ENGAGING STUDENTS IN INQUIRY LEARNINGChapter GuideIntroducing Inquiry Through Mountain Metaphor • Learning to ask the important questions • Learning the requisite theory & background knowledge – collecting information from the immediate situation • Critical thinking-in-action; fully-considered decisions and effective problem solving in response to questions • Deepening knowledge through assessing and reflecting on experience Introduction • Working with challenges of teamwork & collaborative decision making • Authentic Assessment: Real consequences are the measure of success1. Building Inquiry Through Student Response First Year ~ English Literature Class • Students define powerful questions from readings & research • Professor shapes class dialogue and inquiry from students’ questions • Inquiry teams of 4 guided by collaborative learning protocols • Authentic and ongoing feedback and assessment Jeannie Martin2. Team-Based Case Study – A Professional Care Plan Second Year ~ Child & Youth Care Program • Progression: Building theoretical / conceptual foundations for inquiry • Inquiry: Teachers & students developing parallel case studies; link to practicum • Supporting Elements: Year-long student teams & professors “Team Teaching” • Assessment: Performance & traditional; guided by co-created rubrics Heather Sanrud, Patti Ranahan3. Critical Thought & Inquiry Through Progressive Case Third Year ~ Business Management / Law • Inquiry Model: 3 case studies presented with progression of complexity • Major emphasis on learning the meta-skills of critical thought • Model of teacher-as-researcher: Ongoing inquiry into teaching/learning • Teams of 3 are teacher-structured with clear protocols: Focus on diversity Dana Collette • Assessment: Criterion-based with ongoing feedback & coaching-to-mastery4. Inquiry Through Undergraduate Research Fourth Year ~ Sciences ~ Individual Students • Students shape their question guided by faculty advisement • Significant personal investment with real risk of failure of inquiry • Emerging self confidence and self efficacy are clear outcomes • Emphasis placed on quality of thinking and rigor of inquiry; reality context Erick Groot • Assessment: Criterion-based evaluated by self, peers, community & advisors5. Storytelling, Case Study and the Art Of Dialogue M.A. ~ Indigenous Peoples and Self-Determination • Inquiry Model: Critical dialogue as response to readings & case studies • Beginning each class, students submit inquiry questions generated from readings; questions become catalyst for class inquiry & dialogue • Teacher interactions create safe place for risk taking & critical inquiry Jeff Corntassel • Assessment: Professor provides extensive feedback & questions to extend inquiry6. Team Inquiry Through Community-Based Case Method M.Ed. ~ Leadership Studies / Educational Change • Inquiry Model: In real-time case study, teams form inquiry questions & focus for team investigation • Community panel presents case: Students analyze, research, and formulate response & recommendations; results presented back to panel • Teams of 6 formed on basis of maximum diversity supported by protocols Neil Smith • Performance & reflections assessed by self, team, professor & community on basis of negotiated rubric and self-defined team expectations