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ETE 2019 presentation

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Presentation on inquiry and project based learning

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ETE 2019 presentation

  1. 1. Engaging Students Through Inquiry and Project-Based Learning in Interactive Video Conferencing Courses. Dr. Marla Robertson, TEAL (Uintah Basin) Dr. Amy Piotrowski, TEAL (Uintah Basin) Presented at the Empowering Teaching Excellence Conference, 2019
  2. 2. Inquiry ● Inquiry empowers students to explore topics that they are interested in and to share their learning in varied ways. ● Authentic topics, interesting questions, scaffolded instruction, opportunity to reflect, and sharing findings with people beyond the classroom are hallmarks of effective inquiry learning.
  3. 3. Project Based Learning ● “In project-based learning (PBL), projects are not just part of a course or unit, done after instruction to assess what students have learned. Instead, projects are the primary method of learning. Students gain relevant knowledge and skills through completing projects while the teacher guides students through the process, providing resources and instruction as needed. Students are challenged to reflect and revise their work, and they create a product to share what they have learned.” (Robertson and Piotrowski, 2019)
  4. 4. Quickwrite What kinds of assignments to you have in your courses that are inquiry-based or project based? What learning objectives could be met with an inquiry question or a project?
  5. 5. IVC Context ● Evening courses (4:30 pm, 5:15 pm, 7:15, pm or 8:00 pm) ● 2 ½ hours, once a week or every other week ● Anywhere from 1 to 16 sites per course ● Sometimes 0 students in the origination site (usually 1-3) ● Origination classroom seats between 30-45+ ● Usually have 6 - 33 students in a class ● Regional sites have from 1-12 students ● Small group videoconferencing tool (Acano, CMA, Zoom)
  6. 6. Challenges in IVC ● Teacher-student, partner, and small group interactions ● Students in multiple locations with varying numbers of student in each location ● “Lone wolf” students ● Discussion of content - typically whole class lead by instructor or done on discussion boards ● For us, course objectives include modeling methods that preservice teachers can use in a face-to-face classroom
  7. 7. Our Courses ● Amy’s class: ENGL 4500, Teaching Writing. A course for undergraduate English Teaching students on methods of teaching writing ● Marla’s class: ELED 4030, Teaching English Language Arts. A course for undergraduate elementary students on methods of teaching writing ● We have both implemented an inquiry, project-based assignment in our courses
  8. 8. The Multigenre Digital Inquiry Project ● Choice of topic: ○ Our students each chose a topic related to writing instruction ● Individual research: ○ Pedagogical journals for teachers ● Share research with the class: ○ Create a digital artifact - a website in multiple genres to share their research
  9. 9. The Multigenre Digital Inquiry Project Steps we took on this project: 1. Brainstorming ideas (we used an activity from Wickstrom, 2013) 2. Begin research: Annotated bibliography 3. Discuss / Model different genres 4. Examples of prior projects (http://multigenreinquiryprojects.weebly.com) 5. Begin drafting pieces 6. Peer conferencing all along the way 7. Publish and share websites
  10. 10. The Multigenre Digital Inquiry Project Brainstorming: ● List things you would like to know about a topic (writing instruction)? ● What do you want to learn more about that topic?
  11. 11. The Multigenre Digital Inquiry Project Brainstorming: ● Pick one topic from list - write what you know about it, what you want to find out of it ● Pick a second topic from list - write what you know about it, what you want to find out of it ● Pick a third topic from list - write what you know about it, what you want to find out of it
  12. 12. The Multigenre Digital Inquiry Project Brainstorming: ● Meet with small group to discuss topic, what you want to learn ● Pick topic for project, write about why you chose that topic and how you plan to research it ● Phrase topic in the form of a question
  13. 13. The Multigenre Digital Inquiry Project Begin research ● Determine the number of required sources ● Provide enough time to research (weeks) - may be included in weekly reading requirements ● Annotated Bibliography ○ What? ○ So What? ○ Now What?
  14. 14. Genre Suggestions We required 2 created with technology ○ Dear Reader Letter ○ Short essay ○ 2 substantial pieces ○ 3 short pieces ○ References for each piece and reference list for project ○ Memo for 2 substantial and 3 short pieces
  15. 15. Genres
  16. 16. Planning Sheet
  17. 17. Rubric
  18. 18. Peer Conferencing
  19. 19. What Students Said Instead of a formula to follow, this project challenged students to make decisions about how to communicate what they learned. ● “I was surprised at how much fun it was to get my information out in a way that wasn’t just an essay.” ● “It was surprising to see what kind of information from my research was expressed in different genres. Each genre had a little different insight from my research than the other ones.” ● “I learned that it is hard to write in different genres, but that it makes you think and look at your inquiry from different angles.”
  20. 20. Tips For Your Classroom ● Align projects to course objectives ● Find ways to encourage small group discussions among students - it can help to have students write ahead of time and bring to class ● Encourage students to examine topics and issues that apply course content to students’ learning, lives, interests, future career goals ● Provide students time to work through challenges that arise - it’s part of the learning process ● If a semester-long project seems too much, think of a smaller scale project with fewer learning products that meet your course objectives
  21. 21. Ideas for your classroom ● How can you incorporate something similar in your classroom?
  22. 22. References Wickstrom, C. D. (2013). “Developing preservice teachers for 21st century teaching: Inquiry, the multigenre research paper, and technology. In Still, K., Fertig, R., & Rasinski, T. (Eds.) Preparing Teachers to Teach Writing Using Technology (pp. 17-42). Robertson, M.K., & Piotrowski, A. (2019). Authentic inquiry with undergraduate preservice teachers in synchronous interactive video conferencing courses. In J. Yoon and P. Semingson (Eds.) Educational Technology and Resources for Synchronous Learning in Higher Education (pp. 109-128). Hershey, PA: ICI Global.
  23. 23. Questions? ● Dr. Marla Robertson ○ Email: marla.robertson@usu.edu ○ @Dr_Marla_R ● Dr. Amy Piotrowski ○ Email: amy.piotrowski@usu.edu ○ Twitter: @piotrowskiamy ○ Website: amypiotrowski.com

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