Three Types of Inquiry Based Learning        ICCTE Conference            5/24/12          HeeKap Lee, Ph.D.          Ie Ma...
Three Modes of Constructivist Methods                                                     Problem    High                 ...
Levels of Constructivist MethodsLevel            Description                                 Methods1                The p...
Three Modes of Constructivist TeachingModes   Purpose                    Method                     EvaluationIBL     Expa...
Inquiry-Based LearningCharacteristics:   Open-ended, learner-centered, hands-on activities   Teacher’s facilitation is e...
Jesus’ Teaching Using IBL Examples   Teaching disciples on the road to Emmaus (Luke 24)   Teaching Nicodemus (John 3)  ...
Inquiry-Based Learning                        Guided-                     Guided-                       Efficient         ...
Jesus’ Teaching with Inquiry-Based Learning
Inquiry Based LearningKnowledge                              Jerome                                       Brunner   Rule  ...
Jesus’ Teaching Through Discovery Learning Examples   Prodigal son (Luke 15)   A Good Samaritan (Luke 10) Process   D...
Discovery Learning Characteristics   Present a problem and develop a rule.   Identify learner’s background knowledge be...
Jesus Teaching Through Problem Based                 Learning Examples   He asked the disciples to feed 5, 000 (John6)  ...
Problem-Based Learning Process:   Identify and clarify unfamiliar terms.   Define the problem.   Initiate a brainstorm...
Problem-Based Learning Characteristics:   Full learner responsibility   Teachers are present to support students with: ...
Lee&Lim
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  • Introductions- Me
  • Ie May
  • Ie May
  • HeeKap
  • Jim’s notes:Guided- supported, teacher scaffoldingUnguided- independent student learningLearning needs, prior experiences, interests, goals and self competence.
  • HeeKap
  • Ie May’s notes:Guided- directed facilitated, probing, leading to the discovery of student learning.Unguided- effective is teacher coaching, re-directs students and eventually students reach the discovery goal.
  • HeeKap
  • HeeKap
  • HeeKap
  • Ie May- notesHypothesis and expectations.Good Samaratin, Prodigal Son
  • HeeKap
  • HeeKap
  • HeeKap
  • Ie May
  • Lee&Lim

    1. 1. Three Types of Inquiry Based Learning ICCTE Conference 5/24/12 HeeKap Lee, Ph.D. Ie May Lim, Ed.D.
    2. 2. Three Modes of Constructivist Methods Problem High -based Learning Complexity of the task Discovery Learning Inquiry- based Low Learning Low Learners’ Responsibility High
    3. 3. Levels of Constructivist MethodsLevel Description Methods1 The problem and procedure are provided to Inquiry-Limited the learner. The learner interprets the data basedlearner and resources in order to propose viable learningresponsibility solution2 The problem is provided to the learner. The DiscoveryModerate learner develops a procedure for learningLearner investigating the problem, decide what dataresponsibility to gather and interprets the data in order to propose viable solution3 A raw phenomenon is provided to the Problem-Full learner learner. The learner constructs the problem basedresponsibility to explore, develop a procedure, decides learning what data to gather and interprets them in order to propose viable solution
    4. 4. Three Modes of Constructivist TeachingModes Purpose Method EvaluationIBL Expanding learners’ Connecting the new Checking for knowledge by well- knowledge/experiences to understanding, organizing inquiry the previous one, mainly formative evaluation process individualized formatDL Challenging learners’ One to one or group Learners’ self- worldview and leading a debate with reflective realization and personal transformation thinking procedures reflection, life transformationPBL Solving a real/authentic Team/collaboration for problem-solving, problems and issues solving the real-life peer-evaluation and through a collaborative problems impact evaluation, process team effectiveness
    5. 5. Inquiry-Based LearningCharacteristics: Open-ended, learner-centered, hands-on activities Teacher’s facilitation is essential Guided vs. UnguidedTeacher’s behavior:  Ask open-ended, divergent questions  Allow wait time  Repeat and paraphrase  Avoid telling students what to do
    6. 6. Jesus’ Teaching Using IBL Examples  Teaching disciples on the road to Emmaus (Luke 24)  Teaching Nicodemus (John 3)  Teaching disciples about the kingdom of heaven through parables (Matthew 18-22)  Jesus taught Zacchaeus (Luke 19) Purpose  To be understood things/facts clearly the learners may not know through a well-planned discourse Final results  “were not our hearts burning within us while he talked with us…?” (Luke 24:32)
    7. 7. Inquiry-Based Learning Guided- Guided- Efficient efficientUnguided-Unguided-effective Effective GOAL
    8. 8. Jesus’ Teaching with Inquiry-Based Learning
    9. 9. Inquiry Based LearningKnowledge Jerome Brunner Rule Theory Truth Regularities
    10. 10. Jesus’ Teaching Through Discovery Learning Examples  Prodigal son (Luke 15)  A Good Samaritan (Luke 10) Process  Disequilibrium (cognitive dissonance)  Equilibrium  Transform a personal worldview by creating a new set of understanding Result  The one who had mercy on him (Luke 10:37)  Go and do likewise
    11. 11. Discovery Learning Characteristics  Present a problem and develop a rule.  Identify learner’s background knowledge before engaging in the discovery process. Discovery learning process  Identify teachable moments  Guide inquiry with intriguing questions  Allow learners to explore hypotheses  Encourage application
    12. 12. Jesus Teaching Through Problem Based Learning Examples  He asked the disciples to feed 5, 000 (John6)  Jesus sent his disciples 2 by 2  70 disciples were sent by 2 by 2 Process  Jesus affirms the place of PBL learning when difficult situations are faced, when perplexing questions are raised  Disciples engaged in dialogue and in developing a sense of balance between personal agency and community in the learning environment
    13. 13. Problem-Based Learning Process:  Identify and clarify unfamiliar terms.  Define the problem.  Initiate a brainstorming session.  Suggest explanations utilizing prior knowledge.  Formulate learning objectives through discussion.  Gather information and share the results.
    14. 14. Problem-Based Learning Characteristics:  Full learner responsibility  Teachers are present to support students with: -critical skills -self-directed learning skills -content knowledge

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