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inquirybased-learning-200926032449.pptx
- 1. Guide Questions: DEPAR TMENTOF EDUCATION What is Inquiry Based-Learning?
- 2. WHAT IS INQUIRY-BASED LEARNING DEPARTMENT OF EDUCATION Inquiry-based learning (IBL) is a pedagogy which best enables students to experience the processes of knowledge creation and the key attributes are learning stimulated by inquiry, a student-centered approach, a move to self-directed learning, and an active approach to learning.
- 3. WHAT IS INQUIRY-BASED LEARNING DEPARTMENT OF EDUCATION Inquiry-based learning is an approach to teaching and learning that places students’ questions, ideas and observations at the centre of the learning experience.
- 4. WHAT IS INQUIRY-BASED LEARNING DEPARTMENT OF EDUCATION are engaged in essentially open-ended, student- centered, hands-on activities.” • Questioning • Investigating • Using evidences to describe, explain and predict • Connecting evidences to knowledge Sharing of findings •
- 5. INQUIRY-BASED LEARNING DEPAR TMENT OFEDUCATION finds its antecedents to… SOCIAL DEVELOPMENT (Vygotsky) EXPERIENTIAL LEARNING (Dewey) CONSTRUCTIVISM (Piaget)
- 6. WHY INQUIRY-BASED? DEPAR TMENTOF EDUCATION
- 7. WHY INQUIRY-BASED? DEPAR TMENTOF EDUCATION “If we are only teaching what we know, our children can only do as bad as we are doing, and this is the challenge we are facing – we have to go beyond it.” (Pauli, 2009, TEDx)
- 8. For 3 Minutesby group: DEPAR TMENT OF EDUCATION 1. What is the importance of Inquiry – Based Learning in teaching competencies?
- 9. IMPORTANCE OF INQUIRY– BASED LEARNING IN TEACHING • Develop useful problem solving skill • Prepare learners to live in a world that is non - static • Enable learners to cope with changes that will increase in complexity throughout their lives • Provides learners tools for continuing to learn • Attain important outcomes in the classroom DEPAR TMENT OF EDUCATION
- 10. LEVELS OF INQUIRY DEPARTMENT OF EDUCATION
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- 13. LEVELS OF INQUIRY Limited/Confirmationinquiry is useful when a teacher’s goal is to reinforce a previously introduced idea; to introduce students to the experience of conducting investigations; or to have students practice a specific inquiry skill, such as collecting and recording data. DEPAR TMENT OF EDUCATION
- 14. LEVELS OF INQUIRY Structuredinquiry, the question and procedure are still provided by the teacher; however, students generate an explanation supported by the evidence they have collected. DEPAR TMENT OF EDUCATION
- 15. LEVELS OF INQUIRY Guidedinquiry, the teacher provides students with only the research question, and students design the procedure (method) to test their question and the resulting explanations. DEPAR TMENT OF EDUCATION
- 16. LEVELS OF INQUIRY Highestlevel of inquiry, Open inquiry, students have the purest opportunities to act like scientists, deriving questions, designing and carrying out investigations, and communicating their results. This level requires the most scientific reasoning and greatest cognitive demand from students. DEPAR TMENT OF EDUCATION
- 17. LEVELS OF INQUIRY 1A-OPEN INQUIRY 1B- LIMITED/CONFIRMATION INQUIRY 1C- STRUCTURED INQUIRY 1D- GUIDED INQUIRY DEPAR TMENT OF EDUCATION
- 18. 5E LEARNING MODELOF INQUIRY
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- 20. 5E LEARNING MODEL DEPARTMENT OF EDUCATION
- 21. Suggested Activities for5 Es 5 Es Suggested Activities What the Teachers Does What the Learners Does Engage • Demonstration • Reading • Free Write • Analyze graphic organizer • KWL • Brainstorming • Creates interest • Generates curiosity • Raises questions • Elicit responses that uncover what are the learners know or think about the concept / topic • Ask question such as, o Why did this happen? o What do I already know about this? o What can I found about this • Show interest in the topic
- 22. Suggested Activities for5 Es 5 Es Suggested Activities What the Teachers Does What the Learners Does Explore • Perform an investigation • Read Authentic Resources to Collect Information • Solve a problem • Constructa model • Encourage learners to work together without direct instruction from the teacher • Observes and listens to the learners as they interact • Ask provoking question to redirect learners investigations when necessary • Provide time for the learners to puzzle through problem • Think freely but within the limits of the activity • Think prediction and hypotheses • Form new prediction and hypotheses • Tries alternatives and discusses them with others • Record observations and ideas • Suspends judgement
- 23. Suggested Activities for5 Es 5 Es Suggested Activities What the Teachers Does What the Learners Does Explain • Learners analysis and explanation • Supporting ideas with evidences • Structured questioning • Reading and discussion • Teachers explanation • Thinking skill • Activities: compare, classify, error analysis • Encourage learners to explain concepts and definition in their own words • Ask for justification (evidence) & clarification from the learners • Formally provides definitions, explanation and new labels • Uses previous learners experiences as basis for explaining concept • Explain possible solutions and answers to others • Listens officially to others explanation • Questions other explanations • Listen to and tries to comprehend explanation the teachers offer • Refers to previous activities • Uses recorded observations in explanations
- 24. Suggested Activities for5 Es 5 Es Suggested Activities What the Teachers Does What the Learners Does Elaborate /Extend • Problem Solving • Decision Making • Experimental Inquiry • Think Skill Activities : compare, classify , & apply • Expect the learners to use formal label, definitions, and explanations provided preciously • Encourage the learners to apply or extend the concept and skills in new situations • Reminds the learners to existing data and evidences and task – what do you already know? / What do you think? • Strategies from explore apply here also • Applies new labels, new definitions explanations and skills in new, but similar situations • Uses previous information to ask questions, propose solutions, make decisions and design experiments • Draws reasonable conclusions from evidences • Record observation and explanations • Checks for understandings among peers
- 25. Suggested Activities for5 Es 5 Es Suggested Activities What the Teachers Does What the Learners Does Evaluate • Any of the above • Develop a Scoring Tool or Rubrics • Test • Performance Assessment • Produced a product • Journal Entry • Portfolio • Observes the learners as they apply new concepts and skills • Assessment learners knowledge as prior skill • Looks for evidence that the learners have changed their thinking and behaviors • Allow learners to assess their own learning and group process skills • Ask open-ended questions such as Why do you think? What evidences do you have? What do you know about? How would you explain? • Ask open-ended questions by using observations, evidence and previously accepted explanations • Demonstrate an understanding or knowledge of the concept or skills • Evaluate his / her own progress and knowledge • Ask related questions that would encourage future investigations
- 26. 5E STAGE DEPAR TMENTOF EDUCATION TEACHERS SHOULDA VOID… INSTEAD, TEACHERS SHOULD… ENGAGE Starting the lesson by explaining the topic. Hook students’ interest in the topic or arouse their curiosity with a problem question. EXPLORE Allowing students to do whatever Put direction in the inquiry and they want. set parameters. Have hands-on work . EXPLAIN Doing all the talking. Ask students to present their findings and reasons. Then give feedback on their answers and other need inputs. ELABORA TE Giving a test at once after new discussion. Extend students’ learning to situations and to new challenges. EVALUATE Assessing only with a written objective type test. Use also open-ended and application types of assessments.
- 27. 5E Learning Modelvs 7E Learning Model DEPAR TMENT OF EDUCATION Sometimes a current model must be amended to maintain its value after new information, insights, and knowledge have been gathered. Such is now the case with the highly successful 5E learning cycle and instructional model. National Research Council. 2006. National science education standards. Washington, D.C.: National Academy Press.
- 28. 5E Learning Model vs 7ELearning Model DEPAR TMENT OF EDUCATION
- 30. DEPAR TMENT OFEDUCATION