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Inquiry based learning
- 1. DEPAR TMENT OFEDUCATION Guide Questions: What is Inquiry Based-Learning?
- 2. WHAT IS INQUIRY-BASED LEARNING DEPARTMENT OF EDUCATION Inquiry-based learning (IBL) is a pedagogy which best enables students to experience the processes of knowledge creation and the key attributes are learning stimulated by inquiry, a student-centered approach, a move to self-directed learning, and an active approach to learning.
- 3. WHAT IS INQUIRY-BASED LEARNING DEPARTMENT OF EDUCATION Inquiry-based learning is an approach to teaching and learning that places students’ questions, ideas and observations at the centre of the learning experience.
- 4. WHAT IS INQUIRY-BASED LEARNING areengaged in essentially open-ended, centered, hands-on activities.” student- • • • Questioning Investigating Using evidences to describe, explain and predict Connecting evidences to knowledge Sharing of findings • • DEPAR TMENT OF EDUCATION
- 5. INQUIRY-BASED LEARNING finds its antecedentsto… DEPAR TMENT OF EDUCATION SOCIAL DEVELOPMENT (Vygotsky) EXPERIENTIAL LEARNING (Dewey) CONSTRUCTIVISM (Piaget)
- 6. WHY INQUIRY-BASED? DEPAR TMENTOF EDUCATION
- 7. WHY INQUIRY-BASED? DEPAR TMENTOF EDUCATION “If we are only teaching what we know, our children can only do as bad as we are doing, and this is the challenge we are facing – we have to go beyond it.” (Pauli, 2009, TEDx)
- 8. DEPAR TMENT OFEDUCATION For 3 Minutes by group: 1. What is the importance of Inquiry – Based Learning in teaching competencies?
- 9. IMPORTANCE OF INQUIRY– BASED LEARNING IN TEACHING DEPAR TMENT OF EDUCATION • Develop useful problem solving skill • Prepare learners to live in a world that is non - static • Enable learners to cope with changes that will increase in complexity throughout their lives • Provides learners tools for continuing to learn • Attain important outcomes in the classroom
- 10. LEVELS OF INQUIRY DEPARTMENT OF EDUCATION
- 11. LEVELS OF INQUIRY DEPARTMENT OF EDUCATION http://portal.ou.nl/documents/7288585/0/Levels+of+Inquiry+Based+Learning.pdf
- 12. LEVELS OF INQUIRY DEPARTMENT OF EDUCATION http://static.nsta.org/files/sc0810_26.pdf
- 13. LEVELS OF INQUIRY DEPARTMENT OF EDUCATION Limited/Confirmation inquiry is useful when a teacher’s goal is to reinforce a previously introduced idea; to introduce students to the experience of conducting investigations; or to have students practice a specific inquiry skill, such as collecting and recording data.
- 14. LEVELS OF INQUIRY DEPARTMENT OF EDUCATION Structured inquiry, the question and procedure are still provided by the teacher; however, students generate an explanation supported by the evidence they have collected.
- 15. LEVELS OF INQUIRY DEPARTMENT OF EDUCATION Guided inquiry, the teacher provides students with only the research question, and students design the procedure (method) to test their question and the resulting explanations.
- 16. LEVELS OF INQUIRY DEPARTMENT OF EDUCATION Highest level of inquiry, Open inquiry, students have the purest opportunities to act like scientists, deriving questions, designing and carrying out investigations, and communicating their results. This level requires the most scientific reasoning and greatest cognitive demand from students.
- 17. LEVELS OF INQUIRY DEPARTMENT OF EDUCATION 1A- OPEN INQUIRY 1B- LIMITED/CONFIRMATION INQUIRY 1C- STRUCTURED INQUIRY 1D- GUIDED INQUIRY
- 18. EARNING MODEL DEPAR TMENTOF EDUCATION 5E LEARNING MODEL OF INQUIRY
- 19. DEPAR TMENT OFEDUCATION A. B. C. D. E. EVALUATEELABORATEEXPLAINEXPLOREENGAGE5E
- 20. 5E LEARNING MODEL DEPARTMENT OF EDUCATION
- 21. aC Suggested Activities for5 Es 5 Es Suggested Activities What the Teachers Does What the Learners Does Engage • Demonstration • Reading • Free Write • Analyze graphic organizer • KWL • Brainstorming • Creates interest • Generates curiosity • Raises questions • Elicit responses that uncover what are the learners know or think about the concept / topic • Ask question such as, o Why did this happen? o What do I already know about this? o What can I found about this • Show interest in the topic
- 22. aC Suggested Activities for5 Es 5 Es Suggested Activities What the Teachers Does What the Learners Does Explore • Perform an investigation • Read Authentic Resources to Collect Information • Solve a problem • Construct a model • Encourage learners to work together without direct instruction from the teacher • Observes and listens to the learners as they interact • Ask provoking question to redirect learners investigations when necessary • Provide time for the learners to puzzle through problem • Think freely but within the limits of the activity • Think prediction and hypotheses • Form new prediction and hypotheses • Tries alternatives and discusses them with others • Record observations and ideas • Suspends judgement
- 23. aC Suggested Activities for5 Es 5 Es Suggested Activities What the Teachers Does What the Learners Does Explain • Learners analysis and explanation • Supporting ideas with evidences • Structured questioning • Reading and discussion • Teachers explanation • Thinking skill • Activities: compare, classify, error analysis • Encourage learners to explain concepts and definition in their own words • Ask for justification (evidence) & clarification from the learners • Formally provides definitions, explanation and new labels • Uses previous learners experiences as basis for explaining concept • Explain possible solutions and answers to others • Listens officially to others explanation • Questions other explanations • Listen to and tries to comprehend explanation the teachers offer • Refers to previous activities • Uses recorded observations in explanations
- 24. aC Suggested Activities for5 Es 5 Es Suggested Activities What the Teachers Does What the Learners Does Elaborate /Extend • Problem Solving • Decision Making • Experimental Inquiry • Think Skill Activities : compare, classify , & apply • Expect the learners to use formal label, definitions, and explanations provided preciously • Encourage the learners to apply or extend the concept and skills in new situations • Reminds the learners to existing data and evidences and task – what do you already know? / What do you think? • Strategies from explore apply here also • Applies new labels, new definitions explanations and skills in new, but similar situations • Uses previous information to ask questions, propose solutions, make decisions and design experiments • Draws reasonable conclusions from evidences • Record observation and explanations • Checks for understandings among peers
- 25. aC Suggested Activities for5 Es 5 Es Suggested Activities What the Teachers Does What the Learners Does Evaluate • Any of the above • Develop a Scoring Tool or Rubrics • Test • Performance Assessment • Produced a product • Journal Entry • Portfolio • Observes the learners as they apply new concepts and skills • Assessment learners knowledge as prior skill • Looks for evidence that the learners have changed their thinking and behaviors • Allow learners to assess their own learning and group process skills • Ask open-ended questions such as Why do you think? What evidences do you have? What do you know about? How would you explain? • Ask open-ended questions by using observations, evidence and previously accepted explanations • Demonstrate an understanding or knowledge of the concept or skills • Evaluate his / her own progress and knowledge • Ask related questions that would encourage future investigations
- 26. DEPAR TMENT OFEDUCATION 5E STAGE TEACHERS SHOULD AVOID… INSTEAD, TEACHERS SHOULD… ENGAGE Starting the lesson by explaining Hook students’ interest in the the topic. topic or arouse their curiosity with a problem question. EXPLORE Allowing students to do whatever Put direction in the inquiry and they want. set parameters. Have hands-on work . EXPLAIN Doing all the talking. Ask students to present their findings and reasons. Then give feedback on their answers and other need inputs. ELABORATE Giving a test at once after Extend students’ learning to new discussion. situations and to new challenges. EVALUATE Assessing only with a written Use also open-ended and objective type test. application types of assessments.
- 27. 5E Learning Modelvs 7E Learning Model Sometimes a to maintain insights, and current model must be amended its value after new information, knowledge have been gathered. Such is now the case with the highly successful 5E learning cycle and instructional model. National Research Council. 2006. National science education standards. Washington, D.C.: National Academy Press. DEPAR TMENT OF EDUCATION
- 28. 5E Learning vs Learning Model 7E Model DEPARTMENT OF EDUCATION
- 29. DLL/DLP Procedures vs5E vs 7E DEPAR TMENT OF EDUCATION
- 30. DEPAR TMENT OFEDUCATION
Editor's Notes
- #2 For Analysis, ask the participants the following:
- #3 Say: Our goal as educators is to help students make this leap – from intuitive understandings and natural curiosity to knowledge creation – to a space where ideas can be transformed into formalized understanding and further questioning.
- #4 Say: “IBL also requires more than simply answering questions or getting a right answer. It espouses investigation, exploration, search, quest, research, pursuit, and study. For students, the process often involves open-ended investigations into a question or a problem, requiring them to engage in evidence-based reasoning and creative problem-solving, as well as “problem finding.” For educators, the process is about being responsive to the students’ learning needs, and most importantly, knowing when and how to introduce students to ideas that will move them forward in their inquiry. Together, educators and students co-author the learning experience, accepting mutual responsibility for planning, assessment for learning and the advancement of individual as well as class-wide understanding of personally meaningful content and ideas (Fielding, 2012). Educators play an active role throughout the process by establishing a culture where ideas are respectfully challenged, tested, redefined and viewed as improvable, moving children from a position of wondering to a position of enacted understanding and further questioning (Scardamalia, 2002).
- #6 Say: Jean William Fritz Piaget was born in Neuchâtel (Switzerland) on August 9, 1896. He died in Geneva on September 16, 1980. Piaget's theory of Constructivism is a theory on learning, which suggests that people acquire knowledge by experiencing things and in conjunction with knowledge that they already possess, "construct" their own understanding of these things. Constructivism addresses how learning actually occurs, not focusing on what influences learning. The role of teachers is very important. Instead of giving a lecture the teachers in this theory function as facilitators whose role is to aid the student when it comes to their own understanding. John Rich Dewey was born October 20, 1859, in Burlington, Vermont, USA Died June 1, 1952, New York, “Experiential [learning] is a philosophy and methodology in which educators purposefully engage with students in direct experience and focused reflection in order to increase knowledge, develop skills, and clarify values” (Association for Experiential Education, para. 2). There is an intimate and necessary relation between the process of actual experience and education. ~ John Dewey, 1938 Lev Vygotsky was born into an art- and literature-loving family in what is now Orsche, Belarus on November 17, 1896 (November 5 in the Old Style), Died: 11 June 1934, Moscow, Russia Vygotsky theorized that children develop their behaviors and habits from their cultures and through interpersonal experiences; he referred to this phenomena as cultural meditation. Vygotsky's zone of proximal development (ZPD) remains a popular theory within the field of developmental psychology to illustrate a child’s learning process. The zone refers to the span of time it takes a child to proceed from the early stages of learning a new task to the point at which the child can complete the new task independently.
- #7 Say: RA 10533 AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY STRENGTHENING ITS CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR BASIC EDUCATION, APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES “Enhanced Basic Education Act of 2013”. Approved: MAY 15 2013 This Act which is a consolidation of Senate Bill No. 3286 and House Bill No. 6643 was finally passed by the Senate and the House of Representatives on January 30, 2013. IRR September 4, 2013
- #9 Abstraction: Importance of Inquiry Based learning Do: Let them write their answers in metacards and post in their designated areas. One answer per group Study the participants’ responses and analyze them thematically.
- #12 DO” Present the ppt for the discussion on the four levels of inquiry. Let the groups identify the level of inquiry they did in the activity on Möbius strip. Write your answer on the metacards. Let them justify their answers.
- #13 DO” Present the ppt for the discussion on the four levels of inquiry. Let the groups identify the level of inquiry they did in the activity on Möbius strip. Let them justify their answers.
- #18 It is not necessary for the teacher to follow the sequence of the level of inquiry it depends on the goal of the teacher. The teachers should also know when and how to use the level of inquiry especially when he/she is introducing new ideas.
- #19 DO” Present the ppt for the discussion on the 5E learning model of inquiry.
- #22 captures students’ attention gets students thinking about the subject matter raises questions in students’ minds Stimulates thinking, and access prior knowledge.
- #23 provides an opportunity for students to observe, record data, isolate variables, design and plan experiments, create graphs, interpret results, develop hypotheses, and organize their findings. Teachers may frame questions, suggest approaches, provide feedback, and assess understandings.
- #24 Students are introduced to models, laws, and theories during the explain phase of the learning cycle. Students summarize results in terms of these new theories and models. The teacher guides students toward coherent and consistent generalizations, helps students with dis- tinct scientific vocabulary, and provides questions that help students use this vocabulary to explain the results of their explorations.
- #25 Transfer of learning Transfer one concept to another Transfer subject to subject Application to a new context
- #26 Formative Summative Informal Formal Provides an opportunity for learners to assess their own understanding and be able to demonstrate the depth and breadth of that understanding to others, including the teacher. Also, may allow the teacher to assess student performance and/or understandings of concepts, skills, processes, and applications
- #29 ELICIT Elicits prior understandings Extracts or draws attention to prior understandings and knowledge Assists in transferring knowledge Framing a “what do you think” question EXTEND Refers to activities that build on, extend and refine, and/or require the application and use of the scientific concepts and vocabulary in new situations. Activity is designed to increase the depth and breadth of student understanding.