Intro to inquiry
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Inquiry-based learning is a technique where teachers involve students in the learning process by focusing on open-ended questions, problem-solving activities, and critical thinking. It differs from traditional learning by giving students ownership over their learning through formulating their own questions to discover answers they are interested in, with teachers acting as facilitators. The inquiry process generally involves defining questions, locating resources, selecting and organizing information, creating works to demonstrate understanding, and evaluating the learning experience.
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This document discusses inquiry-based learning and provides findings from research on its effectiveness. It summarizes that inquiry-based learning can be an effective teaching strategy if designed and implemented properly for the specific context. It involves students taking a more active role in the learning process while instructors take more of a guiding role. Inquiry-based learning recognizes that education involves learning both knowledge and practices of a domain to prepare students as lifelong learners. While flexible and on a continuum, it generally involves students investigating authentic, real-world problems through exploration, authentic inquiries, and a research-based approach.
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Here are two potential launching activity questions from the KWL chart and a discussion of how they could be used:
Question 1: How do plants get their food?
This is a fundamental question about photosynthesis that students likely have. An engaging launching activity could have students observe and compare plants that are with and without sunlight to start forming hypotheses about how plants get their food.
Question 2: What are the parts of a plant and what is their function?
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The document discusses curriculum and pedagogy in schools. It advocates for a holistic and integrated approach to learning that is engaging and enjoyable for students. A holistic education focuses on the emotional, social, and cognitive development of students, not just academics, while preparing them to be responsible citizens. An integrated curriculum combines different subject areas into meaningful learning units and involves students in hands-on, experiential learning.
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As they apply to curriculum, criteria are set of standards upon which the different elements of the curriculum are being tested.
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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.
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This document discusses developing inquiry skills in social studies. It explains that inquiry involves investigating the social world and proposing explanations based on observations. Inquiry skills are grouped into five main areas: data gathering, organizing, processing, communicating, and reflecting. Effective teaching of inquiry skills involves modeling skills, encouraging curiosity, and respect for evidence. Lessons should focus on teaching a specific skill through concrete experiences, meaningful practice, and transferring skills to new situations. Planning lessons involves identifying the key skill and appropriate activities to teach and assess that skill.
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This document discusses different types of curriculum designs including subject-centered, learner-centered, and problem-centered curriculums. It also describes several influential curriculum development models such as Tyler's model from 1949, Taba's grassroots approach, and the Saylor, Alexander, and Lewis model. The Oliva model provides a process for schools to develop curriculums that meet the specific needs of their student communities. Key aspects of these models include identifying student needs, formulating objectives, organizing content and learning experiences, and determining evaluations.
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Dynamic model of curriculum development
A model is really the first step in curriculum development. A curriculum model determines the type of curriculum used; it encompasses educational philosophy, approach to teaching, and methodology. The good news is, unless you've been hired to design curriculum, you won't come across many curriculum models. However, it's good for educators to be familiar with the models used in their schools
The basic tenet of the dynamic or interactional models of curriculum development is that curriculum development is a dynamic and interactive process which can begin with any curriculum element (Print 1989, Brady 1990).
Walkers Model of Curriculum develop by Decker Walker 1971.
The proponents of this approach to curriculum development argue that the curriculum process does not follow a lineal, sequential pattern. Dynamic models have emerged from a more descriptive approach to curriculum where researchers have observed the behavior of teachers and developers as they devise curricula. Consequently the analytical and prescriptive approach, the very basis of the objectives and cyclical models, is not prominent in the dynamic models.
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approaches to curriculum design
The document discusses different approaches to curriculum design, including learner-centered, subject-centered, and problem-centered approaches. It outlines the key features of each approach. The learner-centered approach focuses on the needs, interests, and abilities of learners. The subject-centered approach emphasizes separate subjects and bits of information detached from life. The problem-centered approach assumes learners experience problems and enables problem solving and independent learning.
Inquiry Based Learning
Inquiry Based Learning is a student-centered, teacher-guided approach where students investigate real-world topics through a learning process. It creates a unique learning environment where students can have authentic experiences that lead to discovery and deep understanding. The 5E model is used to implement inquiry, engaging students, allowing them to explore, helping them explain their understanding, and challenging them to elaborate on their ideas. Evaluation occurs throughout as students reflect on and assess their learning.
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https://youtu.be/9X3oO39qS2k
Inquiry approach, Merits, and Demerits, characteristics, steps involved in the process
Inquiry method of teaching
Inquiry method of teaching
Best slides
Presented by Tayyaba Maher
University of education
Department of Education
modelsofteaching-120122073945-phpapp01-140222111541-phpapp02.pdf
The document discusses different teaching models including information processing models, behavioural models, personal models, and social models.
It describes several information processing models including Gagne's information processing model which outlines 8 stages of learning from motivation to feedback. It also discusses different types of inquiry teaching models.
Behavioural models discussed are direct instruction model, mastery learning, and programmed instruction model. Personal models covered are non-directive teaching, developing positive self-concepts, and project model.
Finally, the social model focuses on cooperative learning, group teaching, and simulation methods like role-play and sociodrama. The key aspects and importance of each model are highlighted.
Inquiry cycle- A tool for co-construction of contexual and conceptual underst...
Dimitra Kagianzta created a presentation on the importance of Inquiry cycles as a tool that leads to meaningful teaching and learning.
What is inquiry based learning
The document discusses inquiry-based learning, which involves students exploring topics through questioning and hands-on activities to make real-world connections. It emphasizes arousing student curiosity over simply delivering facts. Teachers need training to successfully implement inquiry-based lessons. Tips for teachers include avoiding answering all student questions, keeping introductions brief, being adaptable, allowing one's own curiosity, and reflecting on the learning process. While some programs claim to use inquiry-based learning, their rigid structures may limit real student-led inquiry.
Models of teaching
The document discusses different teaching models including information processing models, behavioral models, social models, and personal models. [1] It describes several information processing models such as the information processing model of memory, Gagne's information processing model, and different inquiry teaching models. [2] Behavioral models discussed include direct instruction model, mastery learning, and programmed instruction model. [3] Social models focus on group teaching, cooperative learning, role-playing, and sociodrama. Personal models center around non-directive teaching, developing positive self-concepts, and using project models.
Inquiry
The document provides information about inquiry-based learning and instruction. It discusses inquiry-based learning as a student-centered approach that shifts away from linear teaching methods. Students lead inquiries, not teachers, who take on a supportive role. Inquiry can be used at any grade or developmental level based on the idea that people learn through exploration. The document then provides examples of how to structure inquiry-based lessons and questions.
Chapter 4_ Inviting Uncertainty_How can we grow a culture of questioning and ...
1. Identify strategies to cultivate a mindset of curiosity within individuals and teams.
2. Understand the importance of questioning assumptions and exploring uncertainties in fostering innovation and growth.
3. Learn techniques for creating an environment where diverse perspectives are encouraged and valued.
4. Develop skills to navigate ambiguity and embrace uncertainty as opportunities for learning and discovery.
5. Explore methods for fostering a culture where experimentation and risk-taking are embraced as essential components of growth and development.
stages of teaching
this presentation consist the four stages of teaching or you can also called the elements of teaching process. which contain Planning, Implementation, Evaluation, Reflection.
Successful strategies for social studies teaching and learning
This document discusses various strategies for effective teaching and learning in social studies. It covers five principles: education for learners with special needs, foundations for effective instruction, strategies for collaboration, written language, and study skills. It also discusses direct instruction strategies like setting clear goals, explanations and illustrations, questions, and practice. Indirect instruction strategies include inductive approaches like concept attainment and inquiry lessons. Social instructional approaches incorporate discussions, cooperative learning, panels, debates, role playing, and simulations/games. Independent approaches use learning centers and contracts. Flexible grouping and roles in groups help keep students accountable.
Inquiry learning strategies with big data
The document discusses inquiry-based learning using "big data" strategies. It defines inquiry-based learning as student-driven investigation of questions and problems. With big data, large data sets are available online for students to analyze. The document reviews different types of inquiry research and provides examples of online tools for data analysis. It then outlines the process for guiding students through inquiry learning, including developing hypotheses, collecting data, and sharing results. Finally, it discusses shifting existing lessons to an inquiry-based format and allowing students to generate their own questions.
Aarohi Intro + Working Mar2010
The document discusses an alternative approach to early childhood education called Aarohi. It focuses on empowering children through exploration, experience, and expression rather than pushing them into competitive school systems. Key aspects include catering to multiple intelligences, integrated learning through projects and workshops, and evaluating learning processes rather than testing children. The goal is to help children develop life skills and find their own pathways to success.
Inquiry..fix
Inquiry-based learning is a constructivist approach where students take ownership of their learning through exploration, questioning, and investigation of problems or ideas. It involves asking questions, gathering information, analyzing it, generating solutions, and justifying conclusions. The teacher acts as a guide rather than directly teaching content. When implemented correctly, inquiry-based learning can develop skills like critical thinking, problem-solving, and lifelong learning. It emphasizes building knowledge through a step-wise process and applying different perspectives to topics. The key components of inquiry include activating prior knowledge, providing background information, defining accountable outcomes, modeling examples, and asking questions to guide research.
presentation1inbuildingbri-130315185847-phpapp01.pdf
This document discusses various instructional strategies for teaching and learning, including direct instruction, indirect instruction, and independent instruction. It provides details on five key principles:
1) Education for learners with special needs which focuses on including students with disabilities.
2) Foundations for effective instruction which emphasizes respecting students, getting to know them, being fair and consistent, and making learning fun.
3) Strategies for collaboration focusing on results, relationships, and resilience to enable collaboration.
4) Various direct instruction strategies like explaining goals, demonstrations, questions, and practice.
5) Indirect instruction strategies including discovery learning, group work, analyzing concepts, and problem solving.
Models associated with subject matter/discipline
The document discusses various models of discipline and teaching methods. It describes the Kounin model which focuses on the teacher's behavior and techniques like "withitness" and "overlapping" to address misbehavior. It also outlines Skinner's behavior modification model using positive and negative reinforcement. The Glasser model focuses on students taking responsibility for their behaviors. Other models discussed include Dreikur's mistaken goal model and Canter's assertive behavioral model. Teaching methods like lecture, discussion, questioning, viewing-listening, and the inquiry method are also summarized.
Similar to Intro to inquiry (20)
modelsofteaching-120122073945-phpapp01-140222111541-phpapp02.pdf
modelsofteaching-120122073945-phpapp01-140222111541-phpapp02.pdf
Inquiry cycle- A tool for co-construction of contexual and conceptual underst...
Inquiry cycle- A tool for co-construction of contexual and conceptual underst...
Chapter 4_ Inviting Uncertainty_How can we grow a culture of questioning and ...
Chapter 4_ Inviting Uncertainty_How can we grow a culture of questioning and ...
Successful strategies for social studies teaching and learning
Successful strategies for social studies teaching and learning
presentation1inbuildingbri-130315185847-phpapp01.pdf
presentation1inbuildingbri-130315185847-phpapp01.pdf
More from Patrick O'Sullivan
PYP
The document provides an overview of the Primary Years Programme (PYP) from the International Baccalaureate (IB). It describes the PYP curriculum model which focuses on developing the whole child through six transdisciplinary themes explored using six subject areas and transdisciplinary skills. The essential elements of the PYP curriculum are knowledge, concepts, skills, attitudes, and action. Assessment in the PYP aims to provide feedback on the learning process and involves students and teachers.
My presentation 2
The document provides an overview of the International Baccalaureate Middle Years Programme (MYP), which is designed for students aged 11-16. The MYP curriculum incorporates 8 subject groups and a personal project, with the goal of developing inquiring, knowledgeable and caring students. It emphasizes holistic learning and making connections across subjects and to the real world. Assessment in the MYP involves a range of tasks to evaluate students' knowledge, concepts, skills and attitudes.
Diploma programmeoverview handoutmay08
The document summarizes key aspects of the International Baccalaureate (IB) Diploma Programme, including:
1) The IB Diploma Programme curriculum contains six subject groups and a core consisting of three parts - students study subjects at both higher and standard levels, as well as complete the core requirements of an extended essay, creativity/activity/service, and theory of knowledge.
2) Assessment in the Diploma Programme is rigorous and criterion-related, with both external exams and internal teacher assessments. The diploma is graded on a 45-point scale and widely recognized by the world's leading universities.
3) The IB aims to develop inquiring, knowledgeable and caring young people through inter
Continuumppt22.12.08 eng
The document summarizes the key continuums that connect the three International Baccalaureate (IB) programmes - the Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP). It outlines the continuums for the IB mission statement and learner profile, programme structure, approaches to learning, language learning, special education needs, academic honesty, assessment, consolidation of learning, taking action, and programme evaluation that exist across the three programmes. The goal of these continuums is to provide a coherent and continuous international education for students ages 3 to 19 through the three IB programmes.
The Primary Years: Basis for Practice
The document discusses the key elements of the International Baccalaureate (IB) Primary Years Programme (PYP). It outlines the IB mission to develop inquiring, knowledgeable and caring students and encourages lifelong learning. It then explains the five essential elements of the PYP: knowledge, concepts, skills, attitudes and action. For each element, it provides examples of how they are incorporated into the classroom experience to help students become active, compassionate learners and international citizens.
Inquiry Unit Stages (simplified)
The document outlines the 6 stages of the inquiry process used in a classroom over a 6 week period. Each stage focuses on a different aspect of the inquiry: Stage 1 establishes the central idea and students' prior knowledge; Stage 2 develops questions for research; Stage 3 plans how to conduct research; Stage 4 shares what was learned; Stage 5 creates a final presentation; and Stage 6 reflects on the learning process. Assessment is woven throughout the stages to check understanding and skills. The goal is to engage students in an in-depth exploration of a theme through questioning, research, collaboration and reflection.
Concept Questions
This document provides guidance on effective questioning techniques for teachers. It lists different types of question forms including who, what, where, when, why and how questions. It then discusses the art of good questioning and provides examples of questions for different purposes, such as to understand form, function, causation, change, connection, perspective, responsibility and reflection. The document concludes by listing websites that can provide educational resources for kids.
Bubble Planner
The document outlines the planning process for a PYP (Primary Years Programme) unit. It includes 9 stages to be completed by teachers for planning, teaching, and reflecting on a unit. The stages include determining the central idea, lines of inquiry, assessments, learning activities, and reflecting on what worked well and areas for improvement. Teachers are to collaboratively plan units to ensure concepts, skills, and attitudes are developed and assessed by all teachers involved.
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Intro to inquiry
- 1. Introduction to Inquiry Primary Years
- 3. What is inquiry? Inquiry is asking open ended questions to discover the information that you want to discover
- 4. What is inquiry? Please feel free to ask any questions you have during and after this presentation. There is no such thing as a silly question!
- 5. What is inquiry? Each of us comes here with different knowledge, experiences and skills. By asking questions, we can build on our current understanding and learn from each other.
- 15. I suggest a bilingual display in each classroom. It is useful for teachers when making observations and doing assessments, and it can also be used to motivate the students and keep them focused.
- 27. The Inquiry Process Inquiry: a basic model
- 28. Different words may be used, but the general process is the same: Define – focus Locate – find Select – choose Organize – order Create – share Evaluate – check
- 40. 10 Tips Inquiry-based learning
- 55. Introduction to Inquiry Primary Years THANK YOU