Inquiry Learning Powerpoint by Sue McLean
•
12 likes•2,632 views
The document outlines the journey of Nelson Central School in implementing an inquiry learning model. It discusses why the school chose to change to this model to better prepare students for lifelong learning. The school adopted the SAUCE model of inquiry which involves setting the scene, acquiring information, using knowledge, communicating results, and evaluating the process. In the first year of implementation, the school focused on developing students' questioning skills and administered surveys to assess progress. Subsequent years expanded the use of inquiry learning with themes like globalization, allowing students to examine their identity and connections to the wider world through various projects and technology tools.
Report
Share
Report
Share
![What is Inquiry Learning? ,[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Demonstration in teaching
The document defines demonstration as a teaching method that involves showing concepts through examples or experiments to help students better understand and conceptualize material. Studies show that classroom demonstrations, especially those related to chemistry, can improve how students connect theories to practice. Demonstrations are most effective when accompanied by verbal explanations. To be successful, demonstrations should establish rapport, avoid assuming prior knowledge, and highlight key points. Proper planning, preparation of materials, rehearsal, and evaluation are important for effective demonstrations.
Teaching approaches
This document discusses different teaching approaches including constructivism, cooperative learning, inquiry-based learning, and contextualized learning. Constructivism holds that people build knowledge through experiences and interactions. Cooperative learning involves students working together to solve problems or tasks in small groups. Inquiry-based learning has students construct their own knowledge through experiences rather than being passive receivers of information from the teacher. Contextualized learning places learning in real-world contexts to make it more meaningful and engaging for students.
Hex fs 2 episode 1
The document outlines 9 principles of learning and provides examples of how a teacher demonstrated each principle in their classroom. The principles include learning occurring through experience, discovery of personal meaning, collaboration, being an evolutionary process, sometimes involving pain, and being unique to each individual. The teacher ensured students took an active role in learning, engaged in relevant and experiential activities, collaborated in groups, and were given opportunities to share ideas and learn at their own pace and in ways that suited their abilities and styles. This adherence to the principles helped create an effective teaching-learning environment where students could attain knowledge and skills in a smooth and meaningful way.
Demonstrations in teaching
This document discusses the use of demonstrations in teaching. It defines a demonstration as a public showing that emphasizes the merits, utility, and efficiency of an article or concept. When using demonstrations as a teaching method, instructors should establish rapport with students, assume students know nothing about the topic, and highlight possible stumbling blocks. The document provides guiding principles for effective demonstrations, such as keeping them simple, checking for understanding, and summarizing key points. It also includes questions teachers can ask to evaluate the effectiveness of their classroom demonstrations.
Interactive teaching strategies.
This document discusses interactive teaching strategies. Interactive teaching strategies actively involve learners in their learning through meaningful interactions between teachers and students, and students with each other. Some examples of interactive teaching strategies discussed are question and answer, group discussion, games, and debates. These strategies help motivate student participation, encourage critical thinking, and allow teachers to assess student understanding. The document encourages teachers to use interactive teaching strategies in their classrooms to promote interaction and engagement.
Inquiry based approach learning
Inquiry-based learning is an active learning method where students learn by posing questions and investigating them. It involves developing questions, gathering information, analyzing findings, and reflecting on what was learned. There are four levels of inquiry with levels 1 and 2 having more teacher guidance and levels 3 and 4 giving students more autonomy. Inquiry benefits students by allowing them to direct their own learning in a way that mimics real-world problem solving. Effective implementation requires the teacher to act as a facilitator who guides students through the inquiry process.
ADDIE MODEL
The document describes the ADDIE model, which is a systematic instructional design process consisting of 5 phases - Analysis, Design, Development, Implementation, and Evaluation. It was originally developed by the U.S. Army and has been widely adopted for developing effective training programs. The ADDIE model provides benefits such as ensuring learners achieve instructional goals, allowing needs assessment and evaluation, and providing a consistent approach to development.
Integrative approach
Integrated learning incorporates teaching multiple subjects together through interdisciplinary methods to help students remain engaged. The goal is to draw from different skills, experiences, and resources to accelerate learning. An integrated approach enhances learning when studies are actively engaged in meaningful and relevant topics, allowing students to construct knowledge by solving problems and conducting inquiry. Integrated studies help students become lifelong learners by efficiently covering curriculum.
Recommended
Demonstration in teaching
The document defines demonstration as a teaching method that involves showing concepts through examples or experiments to help students better understand and conceptualize material. Studies show that classroom demonstrations, especially those related to chemistry, can improve how students connect theories to practice. Demonstrations are most effective when accompanied by verbal explanations. To be successful, demonstrations should establish rapport, avoid assuming prior knowledge, and highlight key points. Proper planning, preparation of materials, rehearsal, and evaluation are important for effective demonstrations.
Teaching approaches
This document discusses different teaching approaches including constructivism, cooperative learning, inquiry-based learning, and contextualized learning. Constructivism holds that people build knowledge through experiences and interactions. Cooperative learning involves students working together to solve problems or tasks in small groups. Inquiry-based learning has students construct their own knowledge through experiences rather than being passive receivers of information from the teacher. Contextualized learning places learning in real-world contexts to make it more meaningful and engaging for students.
Hex fs 2 episode 1
The document outlines 9 principles of learning and provides examples of how a teacher demonstrated each principle in their classroom. The principles include learning occurring through experience, discovery of personal meaning, collaboration, being an evolutionary process, sometimes involving pain, and being unique to each individual. The teacher ensured students took an active role in learning, engaged in relevant and experiential activities, collaborated in groups, and were given opportunities to share ideas and learn at their own pace and in ways that suited their abilities and styles. This adherence to the principles helped create an effective teaching-learning environment where students could attain knowledge and skills in a smooth and meaningful way.
Demonstrations in teaching
This document discusses the use of demonstrations in teaching. It defines a demonstration as a public showing that emphasizes the merits, utility, and efficiency of an article or concept. When using demonstrations as a teaching method, instructors should establish rapport with students, assume students know nothing about the topic, and highlight possible stumbling blocks. The document provides guiding principles for effective demonstrations, such as keeping them simple, checking for understanding, and summarizing key points. It also includes questions teachers can ask to evaluate the effectiveness of their classroom demonstrations.
Interactive teaching strategies.
This document discusses interactive teaching strategies. Interactive teaching strategies actively involve learners in their learning through meaningful interactions between teachers and students, and students with each other. Some examples of interactive teaching strategies discussed are question and answer, group discussion, games, and debates. These strategies help motivate student participation, encourage critical thinking, and allow teachers to assess student understanding. The document encourages teachers to use interactive teaching strategies in their classrooms to promote interaction and engagement.
Inquiry based approach learning
Inquiry-based learning is an active learning method where students learn by posing questions and investigating them. It involves developing questions, gathering information, analyzing findings, and reflecting on what was learned. There are four levels of inquiry with levels 1 and 2 having more teacher guidance and levels 3 and 4 giving students more autonomy. Inquiry benefits students by allowing them to direct their own learning in a way that mimics real-world problem solving. Effective implementation requires the teacher to act as a facilitator who guides students through the inquiry process.
ADDIE MODEL
The document describes the ADDIE model, which is a systematic instructional design process consisting of 5 phases - Analysis, Design, Development, Implementation, and Evaluation. It was originally developed by the U.S. Army and has been widely adopted for developing effective training programs. The ADDIE model provides benefits such as ensuring learners achieve instructional goals, allowing needs assessment and evaluation, and providing a consistent approach to development.
Integrative approach
Integrated learning incorporates teaching multiple subjects together through interdisciplinary methods to help students remain engaged. The goal is to draw from different skills, experiences, and resources to accelerate learning. An integrated approach enhances learning when studies are actively engaged in meaningful and relevant topics, allowing students to construct knowledge by solving problems and conducting inquiry. Integrated studies help students become lifelong learners by efficiently covering curriculum.
Different methods and approaches
The document discusses different approaches and methods for teaching, including teacher-centered, learner-centered, subject matter-centered, interactive, constructivist, and direct vs. indirect approaches. It also outlines specific teaching methods like direct instruction, demonstration, inquiry-based, and problem-solving methods. Formative and summative assessment types are defined as a way to check student understanding.
Inquiry based learning
The document discusses inquiry-based learning for teaching elementary mathematics. It involves asking open-ended questions to help students construct their own understanding through experiences and reflection, rather than direct teaching. The teacher acts as a facilitator by planning learning units, posing questions, and designing exploration activities to guide students at different levels of inquiry, from structured with direct instructions to open-ended problems that require higher-order thinking. Inquiry levels can be coupled to suit different students' needs.
Differentiated-Instruction.pptx
The document discusses differentiated instruction, which enables teachers to meet the diverse needs of students by varying the content, process, product, and learning environment based on students' readiness, interests, and learning profiles. It explains that teachers should use flexible grouping, tiered lessons, choice boards, and varied products. The goal of differentiated instruction is to respect each student's learning needs and provide multiple avenues for meaning making.
Field study 3 anwsers
Ms. Maricel A. Dela Cruz
Topic: Parts of Speech
Teaching Aids Used:
- Pictures of different objects
- Flashcards with words written on them
- Whiteboard and marker
- Notebook and pen
Teaching Procedure:
1. The teacher introduced the topic - Parts of Speech. She explained that there are different word classes in the English language.
2. She showed pictures of different objects like a book, flower, car, etc. and asked the students to identify each object. The students responded well.
3. Then the teacher showed flashcards with words written on them like "read", "beautiful", "drive". She asked
COOPERATIVE LEARNING STRATEGY
Cooperative learning is a teaching strategy where small teams of students work together on learning activities to improve their understanding of a subject. It originated from philosophers like John Dewey who believed in progressive education to create responsible democratic citizens, and psychologists like Morton Deutsch who saw cooperation as building trust and relationships. Cooperative learning structures provide different roles for students and specialized expertise to promote positive interdependence and accountability. Implementing cooperative learning effectively involves forming heterogeneous teams, developing students' teamwork skills, and having groups reflect on their process.
FS 3 - technology used in learning
The document summarizes the student's observation and evaluation of the learning resources center and display boards at Our Lady of the Sacred Heart College. The student visited the learning resources center and classified its resources into four categories: print resources, audio resources, non-electronic visual resources, and ICT resources. The student also observed two display boards at the school and evaluated one board's effectiveness in communicating its message clearly, being attractive, having a balanced arrangement, and more.
Different Teaching Approaches and Methods
This document outlines 9 teaching approaches: 1) inquiry approach, 2) problem solving method, 3) project method, 4) metacognitive approach, 5) constructivist approach, 6) reflective teaching, 7) cooperative learning approach, 8) peer tutoring/teaching, and 9) partner learning. Each approach emphasizes active, student-centered learning through exploration, problem-solving, group work, reflection, and teaching peers. The approaches aim to develop skills like critical thinking, responsibility, collaboration, and building knowledge from experience.
Effective questioning and reacting techniques
The document discusses questioning techniques that teachers can use to generate interaction in the classroom. It identifies different types of questions, such as convergent and divergent questions, and skills teachers should develop like varying question types and allowing sufficient wait time. Teachers are advised to know their own questioning style, increase their repertoire of high-level questions, and consider students' abilities when asking questions. The document also provides tips for encouraging students to ask questions, such as praising well-formulated questions, attending to students' questions, and allotting time for open questioning.
FS 5 - Episode 2
The document outlines the guiding principles of assessment that a teacher should follow, including specifying clear learning outcomes, using varied assessment tools, providing specific feedback, emphasizing real-world application and higher-order thinking, and allowing opportunities for self-assessment. It describes the intended outcomes, performance criteria, and learning activities for observing classes and analyzing a teacher's use of these assessment principles.
Field study 2 final
The document provides guidance for students to observe teaching practices and apply principles of learning. It instructs students to observe three classes and document how teachers apply principles such as learning being an active process, involving multiple senses, and occurring in a non-threatening environment. Students are asked to analyze their observations and reflect on how the resource teachers adhered to the principles of learning. The goal is for students to understand how principles of learning can be implemented in classroom teaching.
Bloom's revised taxonomy
Bloom’s Taxonomy and higher-order thinking
Take a walk down memory lane
Investigate the Revised Taxonomy
New terms
New emphasis
Explore each of the six levels
See how questioning plays an important role within the framework (oral language)
Use the taxonomy to plan a unit
Look at an integrated approach
Begin planning a unit with a SMART Blooms Planning Matrix
Discovery and inquiry learning - By N.Monisha.
This document discusses two teaching methods: the discovery method and the enquiry method. The discovery method involves giving students a problem to solve through hypothesis testing and experimentation with minimal teacher guidance. The enquiry method developed later and focuses on student-generated questioning to seek information. It involves interaction, clarification, and questioning phases. Both methods are student-centered and aim to actively engage students in the learning process, though they may be time consuming and difficult for some students. The teacher acts as a facilitator to guide student learning.
Interactive Teaching Strategies
This document discusses interactive teaching strategies to engage learners of all styles. It identifies the main learning styles as visual, auditory, and kinesthetic. Interactive teaching involves both the facilitator and learners, with questions and hands-on activities to stimulate discussion. Group work is highlighted as an effective strategy, as learners retain more when they discuss and apply the material. A variety of interactive techniques should be used to maintain interest, assess understanding, and make the session participatory.
Principles of Teaching for LET Reciew
The document discusses principles of teaching methods and lesson planning. It covers traditional, time-tested, and progressive teaching methods, as well as characteristics of good methods. Variables that affect teaching methods are outlined, including objectives, students, subject matter, teachers, technology, and environment. Learning objectives and goals are defined, with objectives guiding content selection, instructional strategies, materials, and assessment. Steps for writing learning objectives are provided, focusing on observable student behaviors, conditions, and criteria. Bloom's taxonomy of cognitive, affective, and psychomotor domains is summarized, with definitions and examples of assessing the different levels.
Field Study 2- Technology in the Learning Environment
This document summarizes a student's field study experience observing classrooms and educational resources at another school. The student observed classrooms, some in need of renovation, and explored the library and computer lab and their relevance and availability of resources. The student learned about designing organized classrooms and bulletin boards related to lessons. Overall, the field study experience provided valuable lessons about teaching strategies and classroom management that will help the student become a teacher.
FS 5 - Episode 9
The document outlines a learning episode that focuses on reporting student performance. It discusses interviewing resource teachers about how they provide feedback to students and report grades to parents. It also involves observing a homeroom meeting where teachers communicate assessment results and grades to parents. The learning activities are analyzed and reflected upon. Key lessons are that reporting grades promotes ongoing feedback, ensures alignment of curriculum and assessment, and gives credible feedback to parents and students when the grading system and standards are clear and understood.
Designing Teaching: Gagne's Nine Events of Instruction
Designing Teaching: Gagne's Nine Events of Instruction
Check out:
Gange, R.M., 1961. "The Conditions of Learning"
Fs 2 episode 7
The document is an evaluation form for a student's field study on effective questioning and reacting techniques. It includes sections for the student to observe resource teachers, analyze their questioning styles, reflect on their own techniques, and create a portfolio. The student is evaluated on tasks such as observation, analysis, reflection, portfolio quality, and timely submission. Scores are then converted to letter grades.
Advanced methods of teaching
The document discusses various teaching strategies including drill work, review, assignment, and inductive and deductive methods. Drill work involves revising lessons through repetition and practice. Review involves recalling past lessons to strengthen understanding. Assignment refers to supplemental self-study to complement classroom lessons. Inductive teaching moves from specific examples to general principles, while deductive teaching moves from broad concepts to specific applications. Both methods have benefits like developing understanding, but inductive is better for beginners while deductive is more efficient.
Inquiry based instruction powerpoint
Inquiry based instruction is a teaching method that allows students to connect new concepts to existing knowledge through active engagement and meaningful questions. It involves identifying learning goals, assessing prior knowledge, planning guiding questions, summarizing lessons, and applying knowledge through assessment and homework. Teachers establish discussion guidelines, engage students with initial questions, apply student ideas, and have students practice applying new rules or concepts.
Inquiry base learning
This document discusses inquiry-based learning (IBL), a student-centered teaching method developed in the 1960s. IBL involves students developing their own questions, making observations, and doing research. The teacher's role is to give students tasks and facilitate their learning, while students take the lead. The document provides tips for teaching IBL, including establishing classroom rules and motivating students, and concludes that IBL can incorporate field work, case studies, investigations, and research projects.
More Related Content
What's hot
Different methods and approaches
The document discusses different approaches and methods for teaching, including teacher-centered, learner-centered, subject matter-centered, interactive, constructivist, and direct vs. indirect approaches. It also outlines specific teaching methods like direct instruction, demonstration, inquiry-based, and problem-solving methods. Formative and summative assessment types are defined as a way to check student understanding.
Inquiry based learning
The document discusses inquiry-based learning for teaching elementary mathematics. It involves asking open-ended questions to help students construct their own understanding through experiences and reflection, rather than direct teaching. The teacher acts as a facilitator by planning learning units, posing questions, and designing exploration activities to guide students at different levels of inquiry, from structured with direct instructions to open-ended problems that require higher-order thinking. Inquiry levels can be coupled to suit different students' needs.
Differentiated-Instruction.pptx
The document discusses differentiated instruction, which enables teachers to meet the diverse needs of students by varying the content, process, product, and learning environment based on students' readiness, interests, and learning profiles. It explains that teachers should use flexible grouping, tiered lessons, choice boards, and varied products. The goal of differentiated instruction is to respect each student's learning needs and provide multiple avenues for meaning making.
Field study 3 anwsers
Ms. Maricel A. Dela Cruz
Topic: Parts of Speech
Teaching Aids Used:
- Pictures of different objects
- Flashcards with words written on them
- Whiteboard and marker
- Notebook and pen
Teaching Procedure:
1. The teacher introduced the topic - Parts of Speech. She explained that there are different word classes in the English language.
2. She showed pictures of different objects like a book, flower, car, etc. and asked the students to identify each object. The students responded well.
3. Then the teacher showed flashcards with words written on them like "read", "beautiful", "drive". She asked
COOPERATIVE LEARNING STRATEGY
Cooperative learning is a teaching strategy where small teams of students work together on learning activities to improve their understanding of a subject. It originated from philosophers like John Dewey who believed in progressive education to create responsible democratic citizens, and psychologists like Morton Deutsch who saw cooperation as building trust and relationships. Cooperative learning structures provide different roles for students and specialized expertise to promote positive interdependence and accountability. Implementing cooperative learning effectively involves forming heterogeneous teams, developing students' teamwork skills, and having groups reflect on their process.
FS 3 - technology used in learning
The document summarizes the student's observation and evaluation of the learning resources center and display boards at Our Lady of the Sacred Heart College. The student visited the learning resources center and classified its resources into four categories: print resources, audio resources, non-electronic visual resources, and ICT resources. The student also observed two display boards at the school and evaluated one board's effectiveness in communicating its message clearly, being attractive, having a balanced arrangement, and more.
Different Teaching Approaches and Methods
This document outlines 9 teaching approaches: 1) inquiry approach, 2) problem solving method, 3) project method, 4) metacognitive approach, 5) constructivist approach, 6) reflective teaching, 7) cooperative learning approach, 8) peer tutoring/teaching, and 9) partner learning. Each approach emphasizes active, student-centered learning through exploration, problem-solving, group work, reflection, and teaching peers. The approaches aim to develop skills like critical thinking, responsibility, collaboration, and building knowledge from experience.
Effective questioning and reacting techniques
The document discusses questioning techniques that teachers can use to generate interaction in the classroom. It identifies different types of questions, such as convergent and divergent questions, and skills teachers should develop like varying question types and allowing sufficient wait time. Teachers are advised to know their own questioning style, increase their repertoire of high-level questions, and consider students' abilities when asking questions. The document also provides tips for encouraging students to ask questions, such as praising well-formulated questions, attending to students' questions, and allotting time for open questioning.
FS 5 - Episode 2
The document outlines the guiding principles of assessment that a teacher should follow, including specifying clear learning outcomes, using varied assessment tools, providing specific feedback, emphasizing real-world application and higher-order thinking, and allowing opportunities for self-assessment. It describes the intended outcomes, performance criteria, and learning activities for observing classes and analyzing a teacher's use of these assessment principles.
Field study 2 final
The document provides guidance for students to observe teaching practices and apply principles of learning. It instructs students to observe three classes and document how teachers apply principles such as learning being an active process, involving multiple senses, and occurring in a non-threatening environment. Students are asked to analyze their observations and reflect on how the resource teachers adhered to the principles of learning. The goal is for students to understand how principles of learning can be implemented in classroom teaching.
Bloom's revised taxonomy
Bloom’s Taxonomy and higher-order thinking
Take a walk down memory lane
Investigate the Revised Taxonomy
New terms
New emphasis
Explore each of the six levels
See how questioning plays an important role within the framework (oral language)
Use the taxonomy to plan a unit
Look at an integrated approach
Begin planning a unit with a SMART Blooms Planning Matrix
Discovery and inquiry learning - By N.Monisha.
This document discusses two teaching methods: the discovery method and the enquiry method. The discovery method involves giving students a problem to solve through hypothesis testing and experimentation with minimal teacher guidance. The enquiry method developed later and focuses on student-generated questioning to seek information. It involves interaction, clarification, and questioning phases. Both methods are student-centered and aim to actively engage students in the learning process, though they may be time consuming and difficult for some students. The teacher acts as a facilitator to guide student learning.
Interactive Teaching Strategies
This document discusses interactive teaching strategies to engage learners of all styles. It identifies the main learning styles as visual, auditory, and kinesthetic. Interactive teaching involves both the facilitator and learners, with questions and hands-on activities to stimulate discussion. Group work is highlighted as an effective strategy, as learners retain more when they discuss and apply the material. A variety of interactive techniques should be used to maintain interest, assess understanding, and make the session participatory.
Principles of Teaching for LET Reciew
The document discusses principles of teaching methods and lesson planning. It covers traditional, time-tested, and progressive teaching methods, as well as characteristics of good methods. Variables that affect teaching methods are outlined, including objectives, students, subject matter, teachers, technology, and environment. Learning objectives and goals are defined, with objectives guiding content selection, instructional strategies, materials, and assessment. Steps for writing learning objectives are provided, focusing on observable student behaviors, conditions, and criteria. Bloom's taxonomy of cognitive, affective, and psychomotor domains is summarized, with definitions and examples of assessing the different levels.
Field Study 2- Technology in the Learning Environment
This document summarizes a student's field study experience observing classrooms and educational resources at another school. The student observed classrooms, some in need of renovation, and explored the library and computer lab and their relevance and availability of resources. The student learned about designing organized classrooms and bulletin boards related to lessons. Overall, the field study experience provided valuable lessons about teaching strategies and classroom management that will help the student become a teacher.
FS 5 - Episode 9
The document outlines a learning episode that focuses on reporting student performance. It discusses interviewing resource teachers about how they provide feedback to students and report grades to parents. It also involves observing a homeroom meeting where teachers communicate assessment results and grades to parents. The learning activities are analyzed and reflected upon. Key lessons are that reporting grades promotes ongoing feedback, ensures alignment of curriculum and assessment, and gives credible feedback to parents and students when the grading system and standards are clear and understood.
Designing Teaching: Gagne's Nine Events of Instruction
Designing Teaching: Gagne's Nine Events of Instruction
Check out:
Gange, R.M., 1961. "The Conditions of Learning"
Fs 2 episode 7
The document is an evaluation form for a student's field study on effective questioning and reacting techniques. It includes sections for the student to observe resource teachers, analyze their questioning styles, reflect on their own techniques, and create a portfolio. The student is evaluated on tasks such as observation, analysis, reflection, portfolio quality, and timely submission. Scores are then converted to letter grades.
Advanced methods of teaching
The document discusses various teaching strategies including drill work, review, assignment, and inductive and deductive methods. Drill work involves revising lessons through repetition and practice. Review involves recalling past lessons to strengthen understanding. Assignment refers to supplemental self-study to complement classroom lessons. Inductive teaching moves from specific examples to general principles, while deductive teaching moves from broad concepts to specific applications. Both methods have benefits like developing understanding, but inductive is better for beginners while deductive is more efficient.
What's hot (20)
Field Study 2- Technology in the Learning Environment
Field Study 2- Technology in the Learning Environment
Designing Teaching: Gagne's Nine Events of Instruction
Designing Teaching: Gagne's Nine Events of Instruction
Viewers also liked
Inquiry based instruction powerpoint
Inquiry based instruction is a teaching method that allows students to connect new concepts to existing knowledge through active engagement and meaningful questions. It involves identifying learning goals, assessing prior knowledge, planning guiding questions, summarizing lessons, and applying knowledge through assessment and homework. Teachers establish discussion guidelines, engage students with initial questions, apply student ideas, and have students practice applying new rules or concepts.
Inquiry base learning
This document discusses inquiry-based learning (IBL), a student-centered teaching method developed in the 1960s. IBL involves students developing their own questions, making observations, and doing research. The teacher's role is to give students tasks and facilitate their learning, while students take the lead. The document provides tips for teaching IBL, including establishing classroom rules and motivating students, and concludes that IBL can incorporate field work, case studies, investigations, and research projects.
Teaching Science
The document discusses key aspects of teaching science effectively, including:
- Understanding science content as well as pedagogical strategies and curriculum knowledge is important for quality science teachers.
- The science curriculum focuses on building understanding of conceptual ideas in life, matter, energy, earth and space as well as experiencing how science is applied.
- Effective classroom strategies include using the whiteboard well, asking good questions, giving clear instructions, incorporating practical work while maintaining safety, and managing timing and student movement.
Active Learning Strategy in Teaching Science to Grade 8 Students: A Lesson Study
An Action Research specifically lesson study about Teaching the Science topic Typhoon to 3 classes of Grade 8 level students using Active Learning Strategy.
Constructivist teaching
This document discusses several principles of constructivist teaching:
- Constructivist teaching is based on the belief that learners actively construct meaning and knowledge rather than passively receiving information.
- Key aspects include authentic and real-world learning activities, multiple perspectives, self-directed learning, and meaningful learning.
- Interactive, collaborative, integrative, inquiry-based, and transdisciplinary teaching are also discussed. Effective constructivist teachers employ a variety of methods to actively engage learners in the knowledge construction process.
Team teaching. collaborative teaching
This document discusses collaborative teaching, where two teachers work together to teach material. In collaborative teaching, teachers exchange ideas and theories with students rather than doing a solo lecture. For example, one teacher may teach about the digestive system, while the other develops a model of it. Students then make their own model and explain it to both teachers. The document provides activities for teachers to brainstorm collaborative lessons, share an example lesson, discuss assessing the impact, and preparing to implement collaborative teaching along with its advantages and challenges.
Science strategies
The document discusses various strategies for effective science teaching:
1. The Five Es model (engage, explore, explain, elaborate, evaluate) and oral presentations can actively engage students in learning.
2. Hands-on activities, think-pair-share techniques, and group work promote active learning and discussion among students.
3. Excursions, case studies, mini-conferences, and plays can provide memorable real-world experiences to develop students' science understanding.
The inquiry approach to learning
The document defines inquiry learning as a recursive process driven by the learner's questions and interests. It describes the classroom environment for inquiry learning as one that allows extended time for exploration, investigation, and discussion. It provides an example of a student's inquiry process into Appalachia, including developing research topics and questions, identifying information sources, and sharing discoveries.
Don Earth & Life Science Daily Lesson Log (DLL)
This document is a daily lesson log for an Earth and Life Science class covering the origin of the universe and solar system. Over four days, students learned about various hypotheses on the origins through presentations, activities, and quizzes. They discussed theories like the Big Bang and developed their own understandings. Formative assessments tested their ability to describe cosmological structures, explain evidence for expansion, and compare solar system features to recent scientific advances. The goal was for students to understand cosmological origins and appreciate their relevance through both academic and personal perspectives.
Inquiry based learning
The document discusses inquiry-based learning, which is a constructivist approach where students explore topics through asking questions and investigating answers. It involves gathering information, analyzing data, generating solutions, and justifying conclusions. The teacher acts as a guide, gradually removing scaffolding as students develop skills. Inquiry learning helps develop skills like critical thinking, problem-solving, and lifelong learning. It can be applied to all disciplines by using specific methods to ensure integrity across topics. The key components of inquiry include activating prior knowledge, providing background information, defining learning outcomes, modeling project formats, and establishing topics for student research.
Inquiry-Based Learning
This document discusses inquiry-based learning, which involves students gathering information by asking questions to expand their knowledge. It is used to engage students and encourage independent learning compared to traditional fact-based teaching. The importance of inquiry-based learning is that it develops students' questioning, research, communication, problem-solving and collaboration skills. Applying inquiry-based learning in class involves leading discussions around student questions and debates without interrupting to encourage critical thinking.
Constructivist Teaching Methods
Constructivism is a theory of learning that emphasizes active engagement by students in constructing their own knowledge and understanding. It holds that students learn best when they can connect new ideas to their prior knowledge through hands-on activities and social interactions. The document discusses how constructivist teaching methods provide benefits like considering student interests, encouraging active and engaged learning, and promoting cooperative learning over a traditional, passive approach.
Science Teaching Approaches and Strategies
The document discusses various teaching approaches and strategies for science. It begins by defining science as a process of logical thinking and testing hypotheses, rather than just memorizing facts. It then outlines three components of science education: knowledge, process skills, and attitudes. Various teaching strategies are presented, including discovery learning, inquiry-based learning using the 5E model, and using discrepant events. The document also discusses characteristics of learners, reflective teaching approaches, and integrative teaching.
Constructivism in the classroom
The document discusses constructivism as a learning theory where students actively construct knowledge based on their experiences. It describes key theorists like Dewey, Piaget and Vygotsky and their views on how learning is an active process where students build on prior knowledge and social interactions. The document also contrasts traditional teacher-centered classrooms with constructivist student-centered approaches and discusses principles of constructivism like knowledge construction, social learning, and using student questions to drive instruction.
Constructivist Approach to Teaching and Learning
The document discusses the constructivist approach to teaching and learning. It provides an overview of constructivism, including that children construct understandings of the world from their experiences and prior knowledge. It also discusses theorists like Piaget who studied cognitive development in stages. The document describes how constructivism applies in classrooms, with hands-on learning and student-centered lessons. It concludes with an example constructivist classroom that uses scaffolding, hands-on activities, group work, and discussions.
Contructivism Approach
Constructivism is a learning theory that suggests people actively construct their own understanding and knowledge through experiences. Key aspects of constructivism include learning being an active process where knowledge is constructed based on experiences, and learning being a personal interpretation of the world. Constructivist teaching methods focus on creating a democratic and interactive environment where the teacher facilitates learning and students are autonomous. Activities like films, field trips, class discussions and experiments allow students to apply concepts in multiple contexts and actively engage in building their own knowledge.
Constructivism ppt
Constructivism is a learning theory based on the idea that students actively construct their own understanding through experiences and reflecting on those experiences. Key contributors to constructivism include Jerome Bruner, Jean Piaget, Lev Vygotsky, and John Dewey. In a constructivist classroom, the teacher facilitates learning by engaging students in hands-on activities, group work, and inquiry-based lessons that allow students to build on prior knowledge and develop new understandings.
Creative Writing Powerpoint
Another Lewington production, this time it's my 'Creative Writing' powerpoint for you to enjoy and share.
Viewers also liked (18)
Active Learning Strategy in Teaching Science to Grade 8 Students: A Lesson Study
Active Learning Strategy in Teaching Science to Grade 8 Students: A Lesson Study
Similar to Inquiry Learning Powerpoint by Sue McLean
ACCE2016: Authentic Learning Empowered By IT
My Authentic Learning Presentation to the Australian National IT in EDucation Conference in Brisbane on 30th Sept. 2016
Ftp principals presentation
The document discusses the creation of a shared vision for a school through gathering input from various stakeholders. It outlines the process of soliciting feedback from students, past pupils, parents, and staff to develop a set of core values and learner dimensions focused on developing well-rounded, independent, and community-minded students. Key learner dimensions included striving to succeed, being an inquirer, relating well to others, and lifelong learning. The document then discusses using technology like ultranet and mobile devices to enhance goal-setting, communication, and student ownership of learning.
Udl Presentation Feb07
This document discusses Universal Design for Learning (UDL), a framework for designing instruction that is accessible to all students. UDL aims to provide multiple means of representation, expression, and engagement to address learner variability. It draws on brain research showing how individuals process information differently. The goals are to understand how changes in society and education impact teaching and learning, and to identify how UDL can help achieve access and equity for every student.
Memspa 2011 part 2a
The document discusses building capacity for change among quality leaders. It emphasizes using time effectively to collect and analyze data and communicate findings. Leaders should identify priorities and be intentional in their work. Teachers conducting research and using technology for global awareness are mentioned. The final section contrasts problem solvers with problem finders, noting the importance of balance.
Ftp principals presentation
The document discusses the creation of a shared vision for Stanley Avenue School. It outlines the process of gathering input from staff, students, past pupils, and parents to identify what is important for students to learn before leaving the school. This included whole-class discussions and feedback sessions. The collated input was grouped under common headings and helped inform the school's learner dimensions, which focus on students striving to succeed, being team players, thinkers, inquirers, and ensuring their well-being.
Information literacy and research process
This document discusses information literacy and its importance in education. It provides several definitions of information literacy, emphasizing the ability to recognize an information need, access and evaluate information from multiple sources, and communicate findings. The document distinguishes information literacy from computer literacy and emphasizes teaching students a process for research rather than focusing on individual skills. It outlines the components of an effective research process and how project-based learning can help integrate information literacy skills across the curriculum.
How to Reach Out to Every Student by Personalizing the Online Learning Design?
How to Reach Out to Every Student by Personalizing the Online Learning Design?Benjamin L. Stewart, PhD
This document discusses building an online teaching business through differentiated instruction and assessment centered around performance tasks. It emphasizes giving students choices in how they learn and assessing both their understandings and performance. The author advocates finding a niche, attracting students through appropriate learning designs and technologies, and employing formative assessment and a shared experience within a personal learning network to support performance tasks.E Best Cluster Presentation
Pāroa School in New Zealand underwent a journey to implement inquiry learning schoolwide. After attending professional development that exposed them to inquiry models used in other schools, the staff were inspired to shift from a teacher-centered to student-centered model. They created their own inquiry process and toolbox of thinking strategies and tools. Throughout 2009, they worked to introduce these resources, provide teacher training, and support initial classroom inquiries. By the end of the year, most teachers were facilitating their own student-driven inquiries. Moving forward, the school aimed to further develop their inquiry model and ensure community involvement and support for the new approach.
Everglade inquiry session
The document provides suggestions for implementing effective inquiry learning by shifting the focus from inquiry to learning. It recommends clarifying what good learning entails, identifying the core skills and attitudes to develop learners, establishing a task-based learning model around key learning elements, and cultivating independence through negotiation and modeling lifelong learning attitudes.
Meriden Resource Slides
This document discusses the need to prepare students for the 21st century through digital learning and blended learning models. It argues that the world has become flat, digital and constantly evolving, making skills like communication, adaptability, creativity and independent thinking essential for students. It advocates shifting away from traditional textbook-based instruction towards giving students more control over their learning through complex projects, real-world applications and information literacy. The goal is to measure higher-order engagement rather than just compliance and help students develop both content knowledge and 21st century skills to succeed in today's knowledge economy.
Project-Based Instruction and the Importance of Self-Directed Learning
This document discusses project-based instruction and the importance of self-directed learning. It addresses concerns with the current education system and argues that the purpose of school should be to prepare students for life after graduation. Project-based instruction is presented as a potential solution that engages students in authentic projects with real-world audiences. This helps students develop important skills like communication, collaboration, problem-solving and the ability to teach themselves. The document provides examples of project types and emphasizes that technology tools should empower student learning rather than replace teachers.
Chisnallwood t.o day.
A selection of slides from Chisnallwood's teacher only day (Feb 1st 2011) that you may want to go over again. Sorry, movies have been removed for file size issues.
Nick
Gareth mills slides
This document discusses developing a learning-focused curriculum and school environment. It emphasizes cultivating deep learning goals and skills like collaboration, problem-solving, creativity and resilience in students. It advocates giving schools freedom over their curriculum design while maintaining a national minimum standard. Various learning approaches are mentioned, like performance, project and problem-based learning. Developing student autonomy and celebrating successes are priorities. The highest performing education systems internationally are looked to for curriculum guidance.
Qsite Presentation Sept09 Leading eLearning
Leading the eLearning vision at your school - strategies for leading your colleagues into the 21st century learning paradigm (Deb Jones)
What Is Powerful Learning Pbl
The document discusses powerful, personalized, project-based learning. It defines project-based learning and discusses its key elements and benefits. Project-based learning focuses on central concepts through problem-solving investigations and meaningful tasks. It allows students to construct their own knowledge and fosters skills like critical thinking, problem solving, finding and evaluating information, and communication. Teachers take more of a facilitator role in project-based learning.
Jace Hargis Designing Online Teaching
This document outlines a 3-day training on redesigning courses for online and active learning. Day 1 covers learning theories and course design principles. It discusses assessment strategies and effective teaching models. Day 2 focuses on e-learning tools for content delivery, collaboration, and individual learning styles. Day 3 presents online learning tools for facilitation, discussion boards, and emerging technologies, as well as assessing and grading online. The document provides examples of active learning techniques and principles of backward course design starting with learning outcomes. It emphasizes the importance of formative assessment and using rubrics to provide feedback to students.
Key Competencies - from The New Zealand Curriculum to classroom
The document discusses key competencies, which are capabilities identified in the New Zealand curriculum to help students live and learn in a changing world. It provides background on key competencies, how schools are developing them, and issues around monitoring student progress on competencies. While some schools have embraced key competencies, others face challenges integrating them, especially with a new focus on national standards, so the long term impact remains uncertain.
Nctm st.louis10272011
The document discusses six secrets of highly effective lesson design: 1) addressing students' prior knowledge, 2) having students explore and question rather than receive didactic lectures, 3) using varied activities to engage students, 4) using formative assessments to evaluate lessons, 5) providing high cognitive demand tasks for conceptual understanding, and 6) having students arrive at conclusions and evaluate knowledge through questions and exercises. The document emphasizes the importance of lesson design in ensuring equity in students' opportunities to learn mathematics.
Assinments That Matter
This document discusses the Flat Stanley project, which involves students creating a cardboard cut-out of a person, sending it to other places, and learning about different cultures through photos and journal entries from host families. It addresses how the project meets educational standards through hands-on, cross-curricular learning and highlights the roles of teachers in guiding students as co-learners and the roles of students as engaged, critical thinkers. The document also outlines educational theories that support the project's design and assessments that evaluate student understanding.
Reinventing PBL - MCIU
The document outlines an agenda for a workshop on reinventing project-based learning using digital tools. It discusses exploring project-based learning models and designing frameworks. Participants will learn about tools that support collaboration and complete lightning demos of digital tools. The workshop will also cover instructional design, assessment strategies for projects, and tips for project management.
Similar to Inquiry Learning Powerpoint by Sue McLean (20)
How to Reach Out to Every Student by Personalizing the Online Learning Design?
How to Reach Out to Every Student by Personalizing the Online Learning Design?
Project-Based Instruction and the Importance of Self-Directed Learning
Project-Based Instruction and the Importance of Self-Directed Learning
Key Competencies - from The New Zealand Curriculum to classroom
Key Competencies - from The New Zealand Curriculum to classroom
Recently uploaded
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaCACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Assessment and Planning in Educational technology.pptx
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Recently uploaded (20)
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Assessment and Planning in Educational technology.pptx
Assessment and Planning in Educational technology.pptx
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Inquiry Learning Powerpoint by Sue McLean
- 1. Inquiry Learning Nelson Central School - our journey so far
- 7. The SAUCE model… S - Setting the scene …It provides a context for the learning, and involves initial interaction with the task and identification of prior knowledge.
- 9. U – Use … Application of the knowledge in the context of the task.
- 10. C – Communicate … Presentation of the result
- 11. E – Evaluate … Evaluation of process.
- 23. The theme will develop over the year…
- 36. Results…