Inquiry teaching _ learning - PowerPoint Presentation by decree

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									Inquiry Teaching & Learning

    21st-century challenge
• Find problems
• Integrate knowledge from multiple
  sources and media
• Think critically
• Collaborate
• Learn how to learn
    Inquiry-based learning
… in which people construct knowledge
  based on the questions that arise in
  their lived experience
… a philosophy of education which recognizes the
diversity of learners and promotes the development
of a critical, socially-engaged intelligence. It
typically involves what John Dewey calls the primary
interests of the learner: investigation--to find out
about the world; communication--to enter into social
relationships; construction--to create things and
change the world; and expression or reflection--to
extract meaning from experience.
   Performing -> web design
Few people are ever taught to create successful,
satisfying experiences for others. Mostly, those
folks are in the performing arts: dancers, comedians,
storytellers, singers, actors, etc. I now wish I had
more training in theater and performing arts to rely
on...especially improvisational theater.
–interview with Nathan Shedroff, Vivid Studios
       Stephen's questions
• Why do cars speed up passing a stop sign?
• Why do things far away seem blue
• Why do my eyes water when I stare
• How does your body make tears
• Is salt in our tears the same as the salt we
  put on food
• What's that pipe from the silo to the
      Weather curriculum
Jack Easley asks students to look up at
a rainbow, but the children look down
and ask:
     "Why do earthworms come out of
     the ground after it rains?"
   Interests of the learner
Investigate: learn about the world through
  authentic engagement
Create: make/change things in the world
Communicate: enter the social world; learn
  through communication
Express: reflect on experience
–John Dewey, The School & Society, 1900
Inquiry cycle
    Attitude to work and life
Science ... an attitude of eager, alert observations; a constant
     questioning of old procedure in light of new observations; a
     use of the world as well as of books
Art ... an attitude of relish, of emotional drive, a genuine
     participation in some creative phase of work, and a sense
     that joy and beauty are legitimate possessions of all human
     beings, young and old
... imbuing teachers with an experimental, critical and ardent
     approach to their work.
–Lucy Sprague Mitchell
      Progressive education
The education of engaged citizens involves:
–respect for diversity, meaning that each individual
should be recognized for his or her own abilities,
interests, ideas, needs, and cultural identity, and
–the development of critical, socially engaged
intelligence, which enables individuals to understand
and participate effectively in the affairs of their
community in a collaborative effort to achieve a
common good
–John Dewey Project on Progressive Ed.
   Reflection on experience
We always live at the time we live and not at
some other time, and only by extracting at
each present time the full meaning of each
present experience are we prepared for
doing the same in the future. This is the only
preparation which in the long run amounts to
–John Dewey, Experience & Education
     Inquiry-based learning
• Questions: arising out of experience
• Materials: diverse, authentic, challenging
• Activities: engaging. hands-on, creating,
  collaborating, living new roles
• Dialogue: listening to others; articulating
• Reflection: expressing experience; moving
  from new concepts into action
        Teacher as inquirer
•   Inquiry about the world
•   Partner in inquiry
•   Modeling
•   Guiding
•   Inquiry about teaching and learning
      Learning to teach - 1
As a guide for the experimentation we so
freely encourage, the table opposite will be
helpful. We must caution, however, that it is
rife with half-truths--despite our best
efforts at disclosure. We are dealing here
with living things whose colors, habits, and
general constitutions will vary with locale and
with the skill of the individual gardener.
      Learning to teach - 2
This unpredictability, which strikes terror
into the heart of the beginner, is in fact one
of the glories of gardening. Things change,
certainly from year to year and sometimes
from morning to evening. There are
mysteries, surprises, and always, lessons to
be learned. After almost 40 years hard at it,
we are only beginning.
–Amos Pettingill, The Garden Book, 1986
 Inquiry in language learning
Berghoff, et al, Beyond reading and writing:
  Inquiry, curriculum, and multiple ways of knowing.
Bruce & Easley, Emerging communities of practice:
  Collaboration and communication in action
Short, et al, Learning together through inquiry:
  From Columbus to integrated curriculum.
Wells & Chang-Wells, Constructing knowledge
  together: Classrooms as centers of inquiry and
  Inquiry in science learning
National Science Foundation: “research-validated
  models (e.g., extended inquiry, problem-solving)”
Reinventing Undergraduate Education (Carnegie
  Foundation's Boyer Commission): “#1 Make
  research-based learning the standard”
Project 2061 (American Association for the
  Advancement of Science): “#1 …science literacy
  for all high-school graduates”

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