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Inquiry-Based Learning - PowerPoint by JVWN7S7J

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									Inquiry-Based Learning

       MAT Project
    Veronica Robinson
        Initial thoughts…
Create an inquiry-based lesson.
Write a compare/contrast paper on
Discovery Learning versus Inquiry-Based
Learning.
Can inquiry happen in math?
                Considerations
Will I have time to plan meaningful inquiry
experiences?
Will I be able to cover the curriculum that
has to be taught?
Will I be willing to let go of the control I
now have in my class?
           Define “inquiry”:
“Inquiry implies involvement that leads to
  understanding. Furthermore, involvement
  in learning implies possessing skills and
  attitudes that permit you to seek
  resolutions to questions and issues while
  you construct new knowledge.”
 Inquiry is a constructivist concept.



Jean Piaget viewed constructivism as a way
  of explaining how people come to know
  the world around them.
 Discovery learning is an inquiry-based
     constructivist learning theory.

Jerome Bruner stated that discovery
  learning takes place in problem solving
  situations where the learner draws on his
  or her own past experience and existing
  knowledge to discover facts and
  relationships and new truths to be learned.
   Other references to inquiry
            learning:
Discovery learning
Guided discovery
Problem-based learning
Simulation-based learning
Case-based learning
Incidental learning
Inquiry is not so much about
 seeking the “right” answer.

  It’s about seeking appropriate
   resolutions to questions and
              issues.
A LOOK AT SCHOOL ENVIRONMENTS
Traditional Classrooms                             Constructivist Classrooms
                                        Curriculum is presented whole to part
Curriculum is presented part to              with emphasis on big concepts.
     whole, with emphasis on basic
     skills.
Strict adherence to fixed curriculum    Pursuit of student questions is highly
     is highly valued.                      valued.

Curricular activities rely heavily on   Curricular activities rely heavily on
     textbooks and workbooks.                primary sources of data and
                                             manipulative materials.
Students are viewed as “blank slates”   Students are viewed as thinkers with
    onto which information is etched        emerging theories about the
    by the teacher.                         world.
Teachers generally behave in a          Teachers generally behave in an
    didactic manner, disseminating          interactive manner, mediating
    information to students.                the environment for students.
Teachers seek the correct answer to     Teachers seek the students’ points
    validate student learning.              of view in order to understand
                                            students’ present conceptions
                                            for use in subsequent lessons.
Assessment of student learning is       Assessment of student learning is
    viewed as separate from                 interwoven with teaching and
    teaching and occurs almost              occurs through teacher
    entirely through testing.               observations of students at
                                            work and through student
                                            exhibitions and portfolios.
Students primarily work alone.          Students primarily work in groups.
 “For educators, inquiry implies
 emphasis on the development
of inquiry skills and the nurturing
of inquiring attitudes or habits or
mind that will enable individuals
     to continue the quest for
   knowledge throughout life.”
 Four “myths” about inquiry:
Inquiry-based instruction subordinates the
curriculum to the interests of the child.
All subject matter should be taught
through inquiry.
Student engagement in hands-on activities
guarantees that inquiry teaching and
learning are taking place.
All inquiry-based lessons are open-ended.
Features of Classroom Inquiry:
Students are engaged with a question.
Students give priority to evidence.
Students develop explanations based on
their evidence.
Students evaluate their explanations in
light of alternative explanations.
Students communicate and justify their
proposed explanations.
        Inquiry is a continuum!
One end is “teacher       Other end is “learner self-
  guided;” he/she…          directed;” learner…
  Provides question         Poses question
  Provides data and         Determines what
  method of analysis        constitutes evidence &
  Provides evidence         collects it
  Tells the connections     Summarizes evidence &
  Provides steps &          forms explanation
  procedures for            Independently forms
  communication.            connections
                            Communicates & justifies
                            explanations.
    “The 5 E’s Learning Cycle
       Instructional Model”

Engage
Explore
Explain
Elaborate
Evaluate
               Engage
Activities mentally engage students by
asking a question, defining a problem, or
showing a discrepant event.
Activities capture the learners’ interest and
helps them make connections with what
they know and can do.
               Explore
Students encounter specifically designed
exploration activities allowing them to have
common, concrete experiences that begin
building concepts.
Experiences are provided that a teacher
can use later to formally introduce a
concept, process, or skill.
                  Explain
Students and the teacher are provided with
common terms relative to the learning task.
The teacher directs student attention to specific
aspects of the engagement and exploration
experiences.
Students give their explanations; then the
teacher introduces [mathematical] explanations
based on what the students shared.
The teacher connects the explanations to
experiences in the engagement and exploration
phases.
              Elaborate
Further activities help students elaborate
on their understanding of the concepts.
Interaction between students is essential;
it allows students to construct a deeper
understanding of the concepts.
                Evaluate
The teacher evaluates students’ understanding
of concepts and their proficiency with various
skills.
Students should receive feedback on the
adequacy of their explorations.
The teacher can use a variety of formal and
informal procedures for evaluation.
Students should do more than recite isolated bits
of information and vocabulary words.
Working on this project has been
   an inquiry-based activity!

I became engaged with a question.
I explored the question.
Writing the paper involved explaining and
elaborating.
The advisors will evaluate this, but I also
have evaluated my own progress and
knowledge.

								
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