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Inquiry based research2 ppt
- 1. What is Inquiry-based Research? Laura Matheny, MICDS Middle School Librarian
- 3. What is Inquiry-based Learning? Student-centered approach –Wonders and Questions –Is curious, creative –Is an active thinker –Utilizes high order learning –Finds purpose in learning –Creates new knowledge The teacher is the guide/coach/facilitator ??
- 4. Why is this important? • “The gap between question and answer is where creativity thrives and scientific progress is made” (Leslie). • “The practice of asking perceptive, informed, curious questions is a cultural habit we should inculcate at every level of society. In school students are generally expected to answer questions rather than ask them. But educational researchers have found that students learn better when they’re gently directed towards the lacunae in their knowledge, allowing their questions to bubble up through the gaps” (Leslie).
- 5. “Information is Not Knowledge” or Turning Straw into Gold What is the difference between information and knowledge?
- 6. What is the difference between Inquiry-based, Project-based and Problem-based Learning? PBL – Open ended – Challenging – Process not just content – Knowledge creation – Authentic audience – Teacher as facilitator Inquiry-based • Starts with student questioning – Open ended – Challenging – Process not just content – Knowledge creation – Authentic audience – Teacher as facilitator
- 7. What Does Inquiry-based Research Look Like? It is a student-centered approach to learning which naturally utilizes: - Higher Order Thinking - Problem Solving - Information Processing via questioning
- 8. AASL Standards for the 21st Century Learner in Action
- 9. Inquiry-based Research Models WISE Model for Elementary School Learners
- 10. Striplings Model • Developing a plan • Selecting resources • Analyzing and evaluating informatio n • Organizing • Finding patterns • Drawing • conclusions • Creating knowledge and new understand- ings Sharing learning with the world (often through technology) Analyzing the process and the end product Generating a Research Question and lots of fact- based informational questions Tapping into prior experience
- 12. Inquiry-based Research Starts with Questions
- 13. What Does a Fat Research Question look like? Meaty, deep, engaging, authentic, wondering, driving, catalyst-inspiring Fat Research Questions can begin with ‘Why’, ‘I Wonder’, ‘Should’ or ‘What If’. Synthesis and conceptual knowledge is the only way to answer Fat Research Questions
- 14. Types of Questions: • Skinny Questions • Can this be Googled? • Fat Research Question (chart by Jaeger)
- 15. Transforming Reporting to Research Topic-based • Ancient Roman education • Ancient Roman customs and practices for entertainment in the arena • Ancient Roman military • Ancient Roman technology • Roman dress, costume and fashion • Vergil • Gladiators Inquiry-based • Imagine you are an exchange student to ancient Rome. Would you have enjoyed being educated in the Roman Empire? Why or why not? • Suppose you lived in ancient Rome? Would you find going to the arena entertaining? Why or why not? • If Julius Ceasar came back today, what would he think about America’s military discipline in comparison to the Roman military? • Did the Roman Empire surpass our own civilization in its engineering and public works projects? If so, in what ways? If not, in what ways? • How do the fashions of ancient Rome mirror Roman values? • Why should we read the writings of Horace and Vergil today? • Would you have been proud to be a Gladiator? Why or why not?
- 16. Examples of Fat Research Questions • Imagine you could travel to another planet in our Solar System? Please tell about that planet and why you would want to go? • Should Pluto have been removed from the Solar System? • Does Ulysses Grant deserve to be on the $50.00 bill? • Suppose you lived in China? Which festival would you enjoy the most? • What if Christopher Columbus came back today, what would he think about the changes? • Imagine what would have happened had the Founding Fathers not signed the Declaration of Independence? • Suppose you could travel to another planet please tell about that planet and why you would want to go. • What do you think about native people destroying the rain forest so they can farm? • Should cursive be taught in schools? Justify your opinion. • How has ______________ made the world a better place? • How did ______________change history?
- 17. Naturally Dovetails with 6+1 Writing Traits
- 18. Ideas: Developing a Fat Research Question and generating a Thesis
- 19. Organization: Outlining and Note Taking
- 20. Voice, Style and Citation
- 21. Who Benefits the Most? • At-risk children. (Inquiry-based learning is not just for the top students or for the upper grades). • This approach can be used in the primary grades all the way through a student’s learning experience.
- 22. How do I get students to buy in and take ownership of their learning? • Frontload it properly – Find a great hook. • Provide time at the beginning of the project for inquiry, background knowledge and presearch so students can get curious, find out what interests them and start asking meaningful and meaty questions. • When students define their own investigative research they own it and are more motivated to do it.
- 23. What are the steps in Inquiry- based Learning? • The student explores a subject or theme and chooses a specific focus for research • A central research question for inquiry is formulated • The student develops a plan of research, based on critical questioning and the attempt to anticipate findings, and • These research findings are brought to bear on the central question. • The inquiry is usually directed towards researching knowledge that is already known in the discipline, but can result in the discovery of knowledge new to the discipline as well. (Phillips and Wilson).
- 24. Inquiry-based Learning: Do you have what it takes? • Are you optimistic, open to new ideas, appreciative, flexible, purposeful? (Markham). • Do you want to provide students with the skills and dispositions for lifelong learning in an information-based society and workforce? • Are you willing to let go of a teacher-directed approach? • Do you have administrative and collegial support? • Are you open to new ideas and do you have an ability to be an intellectual and academic risk taker? • Do you have time to follow through with students and colleagues who need support? CoverCover UncoverUncover DiscoverDiscover
- 25. Good Questioning Takes Modeling and Practice The Question Game •In pairs or as a whole group, participants decide on a topic to question. One starts with a question, then the other responds with a related question. This goes back and forth as long as they can continue without asking a skinny question, making a statement, or repeating a previous question. Example – Skinny Questions – light bulb A. Who invented the light bulb? B. How does a light bulb produce light? A. Where is light used? B. What different kinds of light are there? Example Fat Research Questions - light bulb: A: Why is it important to have light? B: How does light help people? A: What would happen if there were no light? (Asking Questions).
- 26. The Challenge: Repackage the Project 1. How can you generate intellectual curiosity with your students? 1. Wonder Wall/Wiki – Where students can pose/post questions 2. What unit would you like to move from a ‘reporting’ to research model? 3. Frontload the unit with something exciting and relevant 4. Design a Broad or Essential Question 5. Expect students to generate their own Fat Research and Skinny Questions fostering curiosity, creativity, student choice and voice 6. Tie your project in to authentic learning tasks and real-world applications 7. Publish the project and share it with the world
- 27. Works Cited • "Asking Questions." YouthLearn Technology, Media & Project-based Learning to Inspire Young Minds. Education Development Center, 2012. Web. 27 May 2015. <http://www.youthlearn.org/learning/teaching/techniques/asking-questions/ asking-questions>. • “Inquiry-based Learning,” Thirteen.com, Educational Broadcasting Corp., 2004. Web. 12 Apr., 2011. http://www.thirteen.org/edonline/concept2class/inquiry/index.html. • Jaeger, Paige. "Questioning Is My Superpower: What's Yours?" SlideShare. LinkedIn, Apr. 2015. Web. 25 May 2015. <http://www.slideshare.net/PaigeJaeger/questioning-is-my-superpower-whats-yours>. • Leslie, Ian. "Google Makes Us All Dumber: The Neuroscience of Search Engines." Salon. Salon Media Group, 12 Oct. 2014. Web. 25 May 2015. <http://www.salon.com/2014/10/12/google_makes_us_all_dumber_the_neuroscience_of_search_engin es/>. • Phillips, Barbara, and Jay Wilson. "Problem and Inquiry-Based Learning What Are These?" Gwenna Moss Centre for Teaching Effectiveness. U of Saskatchewan, n.d. Web. 6 June 2015. <http://www.usask.ca/gmcte/ problem-inquiry-based-learning>. • Ratzer, Mary Boyd and Paige Jaeger. RX for the Common Core: Toolkit for Implementing Inquiry Learning. Santa Barbara: Libraries Unlimited, 2014. Print. • "Standards for the 21st-Century Learner," American Library Association. Web. 8 Apr., 2011. http://ww.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL_Learning_Standards_2007
Editor's Notes
- Introduce me – What I do now, what I did, what Dorothy Mohr asked me to do. What my degrees are in. Have the participants introduce themselves. Why are they at this seminar? What do they want to gain?
- IQB has deep roots in John Dewey, experiential, and Brain-based research An Inquiry-based approach allows students to be real researchers. This is the elevator statement of effective learning and is the basis of inquiry-based learning. Do we all agree with this statement? Heads down How many people wish they could more effectively implement this model in their classroom?
- Students own the project and the research Depth and rigor, originality and creativity, engaged learning and choice. Students develop and research their own authentic questions that are meaningful to them. Discover or uncover real answers. Share their knowledge with the world in some form
- Ask for readers. La “q” knee Look up the definition ---- Google M Its best practice in education and in learning.
- Quote attributed to Albert Einstein Rumplestiltskin Information is the facts. Knowledge is what you do with the facts – how to apply them by analyzing, synthesizing, and creating new knowledge. Our goal as educators is teach students to transform information into knowledge --- not transferring information from one medium to another like transferring information from the encyclopedia into an essay. It is a complex process when we attempt to convert information and data into useful knowledge. It is our expectation for our students that they be able to do this. We need to teach our students to make sense of the world and of the plethora of information. This is what Inquiry-based learning is all about.
- Inquiry-based Learning is the basic philosophy behind all of these. All of these methods place an emphasis on teaching process, not just content. They require students to make discoveries for authentic audiences and purposes. Problem-based learning starts with a problem that has been designed by an instructor for didactic purposes with the aim of motivating the learning of certain bodies of knowledge. Inquiry-based learning, on the other hand, begins with the exploration of a theme that leads the student to formulate a central question on their own, with the aim of developing the skills needed to bring research to bear on the understanding of that question (Hudsptih and Jenkins, 2004). The primary difference is that in IBL students questions are paramount.
- It stays primarily at the top of Blooms taxonomy.
- So why are Librarians trained in IBL? Inquiry-based learning is the approach to research librarians are trained in to support teachers and students in implementing IBL research. Libraries have information. Librarians help students and teachers in the process of transforming information into knowledge. They teach students research by focusing on higher order thinking skills.
- For elementary school learners
- Who is Barbara Stripling? Connecting: Tapping into prior experience – Creating a hook, Frontloading – Presearch Wondering –Narrowing or broadening the focus of the research. Brainstorming a just right researchable question. Investigating – What resources can I use, books, databases, interviews, videos? Evaluating resources on currency, bias, other parameters Constructing – Outlining, note taking, analyzing, synthesizing, creating new knowledge. Thesis building, writing/presenting. Expressing – Usually this is done with some kind of technology. Sharing it with the greater community/world validates the student’s learning and knowledge. Sharing only with the teacher means it’s the teacher’s project not the student’s. Publishing gives the student ‘s work validity, students make a better effort if it is something that will be seen by the community rather than just the teacher. Reflecting - RUBRICs should be filled out by the student and submitted to the teacher with the project. This helps the student reflect on the process and product. Explain how each steps works.
- Student centered - generate higher order thinking skills, creative ideas and valuable content.
- Reporters are Fact fetchers on a game of information hide and seek. Researchers ask questions to satisfy their intellectual curiosity therefore they own the research and are invested in the answers.
- Reporters are Fact fetchers on a game of information hide and seek. Researchers ask questions to satisfy their intellectual curiosity thereby they own the research and are invested in the answers.
- Information products v Knowledge products They ask How, What if, Should, and Why. They can also be imagination questions such as, Suppose you lived in China, what festival would you enjoy the most? Other questions could be: What do you think about native people destroying the rain forest so they can farm? Should we learn cursive? Justify your opinion.
- The goal is not to ask just any questions, but teach the students to generate questions around a particular topic that they honestly care about. The teacher’s role is to guide students in discovering the answer to their research question themselves and encourage them to ask new questions along the way. A complex process is involved when individuals attempt to convert information and data into useful knowledge. Talk about the word Fat.. Thick and thin, open and closed etc. Explain the difference between broad, fat, and skinny questions Explain the differences in questions with circle organizer Broad question: Organizes and sets the tone for a unit of study Sets the stage for further questions like Fat and Skinny Questions How do social scientists interpret the past? What are the cultural differences between China and the US?
- Fat questions are open ended questions. They have more than one answer They ask for ideas or opinions They get to the heart of a controversy They bring out original and inventive ideas They ask students to defend, judge, justify, their opinion, knowledge or understanding They are researchable and based on understanding.
- Some kids will ask posers when they are first starting out. If the question can be Googled is the criteria for the difference between a fat and skinny question regardless of the prompt.
- Transforming reports to inquiry
- Talk about how the skinny questions are contained in the Fat Questions. Ask them to generate what skinny questions come from these fat questions.
- Inquiry based learning helps students be successful with the ideas and content of their project because they have some control and ownership over the activity. They can choose to answer a question which intrigues them. It also crosswalks nicely with the 6 traits model with idea generation and content. Inquiry-based Research Fat Research Questions are brainstormed and connect prior knowledge and student interest. Thesis is the answer to the student generated Fat or “I Wonder” question stated in one meaty sentence. Thesis is hypothesis based. There is no one correct answer. The answer needs to be supported by evidence.
- In the reporting model note taking tends to be a collection of random facts making it hard for the students to organize them. With Inquiry-based learning the notes are more organically and naturally organized as they search for answers to their multiple skinny questions and the one research question which they have generated. Again, it ties in with the 6 traits in helping students organize their writing because it makes sense.
- Inquiry based research is more interesting for the student and engages higher order thinking skills. It is more interesting for the teacher than having to read 25 identical reports on penguins. Learning to develop a fat question, turning it into a thesis, generating skinny questions to help organize their research, thinking, and learning is a more interesting approach. Finding answers to a fat question helps develop higher order thinking skills and helps students learn how to learn, thus preparing them to be life long learners.
- Remember, if you define the project it is your project.
- Try with variations with Skinny Questions and Fat Questions so they understand the difference. New Topic: Summer Reading