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					                        Inquiry-Based Learning

                                 How It Looks,
                               Sounds and Feels
http://www.suhsd.k12.ca.us/suh/---suhionline/inquirybased.htm
http://www.thirteen.org/edonline/concept2class/inquiry/index_sub1.html




 How does Inquiry Lessons differ from
 the traditional approach?

In general, the traditional approach to
learning is focused on mastery of content,
with less emphasis on the development of
skills and the nurturing of inquiring attitudes.
The current system of education is teacher
centered, with the teacher focused on giving
out information about "what is known."
Students are the receivers of information, and
the teacher is the dispenser. Much of the
assessment of the learner is focused on the
importance of "one right answer." Traditional
education is more concerned with preparation
for the next grade level and in-school success
than with helping a student learn to learn
throughout life.
What Is Inquiry and Why Do It?

          Inquiry-based Learning
    The inquiry approach is more focused on using
    and learning content as a means to develop
    information-processing and problem-solving
    skills. The system is more student centered, with
    the teacher as a facilitator of learning. There is
    more emphasis on "how we come to know" and
    less on "what we know." Students are more
    involved in the construction of knowledge
    through active involvement. The more interested
    and engaged students are by a subject or project,
    the easier it will be for them to construct in-
    depth knowledge of it. Learning becomes almost
    effortless when something fascinates students
    and reflects their interests and goals.
Definitions from Students
n“When you do stuff that is
real.”
n“It is like projects and things
that take a long time.”
n“When kids work in groups or
with partners and make big
things.”
n“It’s fun!”
Five Characteristics
         of
   Inquiry-Based
     Learning
1. Bloom’s Taxonomy

Inquiry-based Learning
asks questions that come
from the higher levels of
Bloom’s Taxonomy.
BLOOM’S TAXONOMY
6. Evaluation: appraise, argue, assess, attach, choose compare, defend
estimate, judge, predict, rate, core, select, support, value, evaluate

5. Synthesis: arrange, assemble, collect, compose, construct, create, design,
develop, formulate, manage, organize, plan, prepare, propose, set up,
write.
4. Analysis: analyze, appraise, calculate, categorize, compare, contrast,
criticize, differentiate, discriminate, distinguish, examine, experiment,
question, test.

3.Application: apply, choose, demonstrate, dramatize, employ,
illustrate, interpret, operate, practice, schedule, sketch, solve,
use, write.
2. Comprehension: classify, describe, discuss, explain, express, identify,
indicate, locate, recognize, report, restate, review, select, translate,

1. Knowledge: arrange, define, duplicate, label, list, memorize, name,
order, recognize, relate, recall, repeat, reproduce state.


                                               handouts
.
2. Asks Questions that Motivate


    Inquiry-Based Learning
        involves questions
    that are interesting and
    motivating to students.
3. Utilizes wide variety of resources


Inquiry-based Learning
utilizes a wide variety of
resources so students
can gather information
and form opinions.
        Inquiry in the Classroom
 4. Teacher as Facilitator

Teachers play a new
role as guide or
   facilitator
 Teacher as Guide

nWhat does facilitating a class really
mean?
Rather than teach content, you will manage team member
interactions so that teams stay focused and make progress.
With your careful encouragement, each team's problem, plan of
action, and outcome will emerge on its own, the unique
product of its members' collective strengths and interests. In
your role of facilitator, you will begin by briefing students on
their projects they will be doing. When team work begins, you
will spend most of your time observing team members to
determine what problems they are having working together and
completing their assignments.
5. Meaningful products come out
   of inquiry-based learning
 Learning in the Classroom



nCooperative Learning
nTeamwork
nExcitement
nPresenting
nMovement
Five Kinds of Questions Need to be
Asked in Inquiry-based Learning

1.Inference Questions
2.Interpretation Questions
3.Transfer Questions
4.Questions about Hypotheses
5.Reflective Questions

The Art of Questioning by Denise Wolf
Research project for the Rockefeller Foundation.
      Inference Questions…


nAsk students to go
     beyond the
immediately available
information.
nAsk students to look for
clues, examine them and
decide if they have a role
Examples of Inference Questions



n“What conclusions can you
   draw by looking at this
   photograph?”

n“How did the author feel about the
character in the story?”
Interpretation Questions…


nAsk students to predict what
consequences may occur as a
result of a given scenario.

nAsk students to combine
past knowledge of situations
and new factual information.
Examples…
n“You found that Sports Illustrated
actually had more tobacco ads than
any other magazine we looked
at. What does that say about Sports
Illustrated?”

n“We read and loved two books by
Hill. What patterns did you see that
you think might be present in the
third book?”
Transfer Questions…

nAsk students to take their
knowledge and apply it to new
situations.

nAsk students to expand their
thinking.
 Examples…

n“We found many patterns in math
today. Now let’s look at our Language
Arts lesson on adverbs. Let’s see
what patterns you find there?”
n“We learned how to make Inspiration
webs from paragraphs in our
textbook. Now let’s try going the other
way and making a web and then
writing a paragraph from it.”
 Questions about Hypotheses…

nAsk students to predict
     outcomes and carry out tests
to discover new knowledge.

nQuestions are often seen in
science, but belong in all
disciplines.
Example:
n“How can we find out
if Energizer batteries
really last the
longest?”
Reflective Questions…

nAsk students to look again at
the beliefs they have and the
evidence that supports them.

nLead students back into
   investigation.
 Examples…
n“How do we really know
that there are no aliens out
there?”
n“How do we know that
the show on TV was telling
the truth?”
Where do You Begin?

nExamine your lessons
nListen to the questions you ask.
nStart with small projects and
     slowly expand.
nRemember, children who are not
used to thinking may not know how
to approach problems. Be the
guide.
  Planning an Inquiry Lesson
1.Think of a topic or standard you
might teach in your area.

2.Write down several questions you
might ask to motivate your students.

3. Label the type of question it is as
explained in this PowerPoint
presentation.
       Inquiry-based Learning in Classrooms




http://www.thirteen.org/edonline/concept2class/inquiry/dem
onstration.html
   Students Doing Inquiry-based Learning


  Students view themselves as learners in the
  process of learning.


*They look forward to learning.
*They demonstrate a desire to learn more.
*They seek to collaborate and work cooperatively
with teacher and peers.
*They are more confident in learning, demonstrate
a willingness to modify ideas and take calculated
risks, and display appropriate skepticism.


http://www.thirteen.org/edonline/concept2class/inquiry/index_sub2.html
 Students accept an "invitation to
 learn" and willingly engage in an
 exploration process.

 *They exhibit curiosity and ponder
observations.

*They move around, selecting and
using the materials they need.

*They confer with their classmates and
teacher about observations and
questions.

*They try out some of their own ideas.
Students raise questions, propose
explanations, and use observations.

 *They ask questions (verbally and
through actions).
*They use questions that lead them to
activities generating further questions
or ideas.
*They observe critically, as opposed to
casually looking or listening.
*They value and apply questions as an
important part of learning.
*They make connections to previous
ideas.
Students plan and carry out
learning activities.


*They design ways to try out their ideas,
not always expecting to be told what to
do.
*They plan ways to verify, extend,
confirm, or discard ideas.
*They carry out activities by: using
materials, observing, evaluating, and
recording information.
*They sort out information and decide
what is important.
*They see detail, detect sequences and
events, notice change, and detect
differences and similarities.
Students communicate using a
variety of methods.


*They express ideas in a variety of
ways, including journals, drawing,
reports, graphing, and so forth.
*They listen, speak, and write about
learning activities with parents, teacher,
and peers.
*They use the language of learning,
apply the skills of processing
information, and develop their own
"ground rules" appropriate for the
discipline.
 Students critique their
 learning practices.

*They use indicators to assess
their own work.
*They recognize and report their
strengths and weaknesses.
*They reflect on their learning
with their teacher and their
peers.
The importance of inquiry
learning is that students learn
how to continue learning. This is
something they can take with
them throughout life -- beyond
parental help and security,
beyond a textbook, beyond the
time of a master teacher, beyond
school -- to a time when they will
often be alone in their learning.

				
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posted:9/10/2011
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