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.
Ie May- notesHypothesis and expectations.Good Samaratin, Prodigal Son
Three Types of Inquiry Based Learning ICCTE Conference 5/24/12 HeeKap Lee, Ph.D. Ie May Lim, Ed.D.
Three Modes of Constructivist Methods Problem High -based Learning Complexity of the task Discovery Learning Inquiry- based Low Learning Low Learners’ Responsibility High
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
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
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
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)
Inquiry Based LearningKnowledge Jerome Brunner Rule Theory Truth Regularities
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
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
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
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.
Problem-Based Learning Characteristics: Full learner responsibility Teachers are present to support students with: -critical skills -self-directed learning skills -content knowledge