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Critical Creative & Collaboration Inquiry for Educational Engagement
The document discusses the role of critical, creative, and collaborative inquiry (C3I) in enhancing educational engagement and student learning in horticulture and related fields. It emphasizes the importance of fostering curiosity, self-efficacy, and agency through inquiry-based learning, while also addressing the challenges and benefits of implementing C3I in traditional educational contexts. Key insights include the positive impact of collaboration, diverse perspectives, and critical thinking on student engagement and understanding of complex concepts.
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Critical Creative & Collaboration Inquiry for Educational Engagement
- 1. Critical Creative &Collaborative Inquiry for Educational Engagement Michelle.Nakano@kpu.ca Festival of Learning June 9th, 2016
- 2. Agenda • Inquiry problem •Educational context • C3I, an overview • Implementation • Feedback • Observations & Discussion C3I for Educational Engagement
- 3. Engagement: connection, self-efficacy &agency C3I & Educational Engagement Complies •External rewards, fun Holds Interest •Enjoyable, low commitment Valuable •Important, useful •Personally meaningful Challenged •“Caught up” •Look for patterns, themes Transformed •Actively engaged •Quality reasoning •Transfer & change Not engaged •Tasks not completed
- 4. Horticulture Apprenticeship •Technical training in practical & businessskills •Industry- developed curriculum Diploma of Technology •Foundation in horticulture science & environmental requirements for optimum plant growth • Theory & technique for best practice & sustainability Bachelor of Horticulture Science •Combines horticulture, business, mathematics, biology, chemistry & general education •Innovation & creative projects that resolve community, industry, & research related problems Educational context C3I & Educational Engagement
- 5. Shifting realities 20th CenturyCurriculum 21st Century Curriculum Prepared students for the known Focused on knowledge & skill acquisition Traditional scientific/behaviour model, content transmission Prepare students for the unknown Civic engagement, innovation Instill thinking as the foundation Teach/model critical thinking Push-based for compliance & replication Lecture & labs Assessment of learning Nurture curiosity & a questioning disposition Practice & problem solving & reflection Assessment as/for learning Knowledge hierarchy Teacher at the top Knowledge networks Learning community C3I & Educational Engagement
- 6. C3I for EducationalEngagement The thinking through of a problematic situation about what to believe or how to act where the thinker makes a reasoned judgment that reflects competent use of the intellectual tools of quality thinking. TC2 https://tc2.ca/ Critical, Creative & Collaborative Inquiry
- 7. Critical challenges Broad concept Plantidentification is a decision making process that integrates domain specific background information with critical observation & thinking strategies used in the accurate and efficient identification of unknown plants. C3I & Educational Engagement
- 8. Plant identification asdiscovery Background Knowledge What knowledge would be most useful to Mr. Menzies for identifying unknown plants in a new place? Criteria for Judgment What criteria would Menzies find most useful for differentiating among a range of plants? Critical Vocabulary How would Menzies ensure that his descriptions of unknown plants were accurate? Thinking Strategies What strategies would be best for collecting, classifying, & conveying specimens to the UK? Habits of Mind What outlooks & attitudes would support this work? How would “surgeon-botanist” effect Menzies outlook? Reflection In what ways does Mr. Menzies’ experience of plant discovery compare with your own? What tools/habits of mind would support study in this course? C3I & Educational Engagement
- 9. Landscape design Broad Concepts Quality visualappearance can be assessed with appropriate criteria Background Knowledge Relevant theory & practice with principles of design Criteria Qualities of aesthetic organization - order, unity, rhythm Critical Thinking Vocabulary Criteria Performance attributes Critique Thinking Strategies Assessment rubrics Analyze & formulate designs Write a letter of critique to a designer Habits of Mind Attention to detail Accuracy Open-mindedness Fair-mindedness C3I & Educational Engagement Critical Challenge What makes quality in landscape design? Place Mats Collaborate on criteria used to assess quality visual appearance Create Rubric Describe 3 distinct performance attributes for each criteria Use a Rubric Collaborate & use a rubric to assess visual resources Peer assessment with feedback Write a Letter of Critique Use a rubric to assess designs Letter of critique to designer Present the letter & evidence Peer assessment & feedback
- 10. Sustainable horticulture Broad Concepts Quality decisionscan be assessed w/ appropriate criteria Background Knowledge World view, ethics & morality Ethnocentrism, anthropocentrism, eco-centrism Criteria Claims, assumptions, bias Critical Thinking Vocabulary Arguments, evidence Pro & con Justification Thinking Strategies Inquiry - Argument table, dialogue, reasoned judgement, debate Habits of Mind Multiple perspectives Open-mindedness Fair-mindedness C3I & Educational Engagement Critical Challenge Should pesticides (GMO’s) be used for food security? Argument Table Examine multiple perspectives Evaluate pros & cons for main arguments Write a dialogue Argue issues from multiple perspectives Reach a reasoned judgment Debate an issue Carry out an inquiry Present cases for & against Weigh the arguments
- 11. Engagement: indicator forquality of learning environment & predictor for learning outcomes C3I & Educational Engagement 0 2 4 6 8 10 12 Inquiry increased my interest. Self-directed investigation enhanced my interest. I felt motivated to investigate related questions. I used resources beyond those provided. Inquiry helped me understand different perspectives. Evaluating arguments helped me determine what to believe. Inquiry helped me understand course concepts. Collaboration helped me with this inquiry. I could apply inquiry beyond this class. Inquiry-based Learning (19 respondents/25 students) Strongly disagree Disagree Neutral Agree Strongly agree
- 12. Comments “…Exploring the “why”for the existence of the class at all” “…Holistic learning format” “…Current problems” “…Creative thinking and problem solving” “…Good feedback on assignments” C3I for Educational Engagement “…Collaborative activities were enriching” “…How diverse & complex issues become when combining multiple perspectives” “…I usually prefer to work on projects alone, but working together in a group really helped fill in the blanks that I may have been missing”
- 13. Comments “…I understand nowthat different perspectives are not necessarily incorrect. I found it helped me to understand the subject better. It also forced me to keep an open mind” “…I became very aware of the need to check all sources when investigating sides of such a debate, not being able to easily determine what is right was very challenging, but I learned how important it is to view all sides as evenly as possible” C3I for Educational Engagement “… I did however, reformulate my own opinions … It was, as well, interesting to see the same phenomenon occur in other members of the class” “…Assign special projects to solve problems identified” “…Address specific & serious horticultural issues head on” “…The course changed how I think, in many ways”
- 14. C3I Strengths Challenges Createa community of thinkers Active collaboration in decision making, debating pros & cons, justifying conclusions, & considering multiple views Time & transfer of learning across various courses & contexts without a collaborative teaching community Promote critical challenges Engaged in solving relevant, curriculum embedded problems based on plausible options & clear criteria Critical thinking is often addressed only after the subject matter has been taught w/ little time for development Teach the tools Practice for improvement & scaffolding tools in curriculum fosters deeper understanding, & nurtures self-efficacy & agency Critical thinking may be considered one type among many skills or forms of thinking, and of a higher order… Assess for thinking Assessment based on clear outcomes w/ self/peer/instructor feedback on multiple items Emphasis on assessment of learning compared with active assessment “as” & “for” learning C3I & Educational Engagement
- 15. Observations • C3I haspowerful implications for promoting student connection, self-efficacy & agency with a strong likelihood for engagement. • The strengths of C3I outweigh the challenges of implementation within a traditional context. • A C3I approach has demonstrated that critical thinking nurtures learner engagement & promotes deeper understanding of curriculum for transfer of learning. Thank you! For information, contact Michelle.Nakano@kpu.ca C3I & Educational Engagement