Inquiry Based Learning

1
Inquiry Based Learning

• Inquiry-Based Learning in Action
• NCPN Conference Louisville, KY
• Shiela ONeill, Thomas ONeill

2
Traditional vs. Inquiry

• Focus is mastery of content (What vs. How)
• Teacher dispenses student receives
• Assessment focuses on 1 right answer

• Focus is on using knowledge in problem solving
  skills (How vs. What)
• Student centered with teacher as facilitator
• Assessment focuses on determining progress of
  skills development in addition to content

3
Definitions

• Project-based learning
• Focuses on developing a product or creation
• Problem-based learning
• Focuses on the process of acquiring knowledge by
  solving a problem
• Inquiry-based learning
• Student centered, active learning, focuses on
  questioning, critical thinking and problem
  solving
• Duke Center for Inquiry Based Learning

4
Definitions

• A systematic teaching method that engages
  students in learning knowledge and skills through
  an extended inquiry process structured around
  complex, authentic questions and carefully
  designed products and tasks.
• Buck Institute for Education

5
Definitions (cont.)

• A framework for creating successful projects
  consisting of six elements academic rigor,
  authenticity, applied learning, active
  exploration, adult connections and assessment
  practices.
• The Virtual Schoolhouse

6
Definitions (continued)

• Instructors create an environment in which
  students are free to ask questions, learn
  concepts, and explore possible solutions within a
  real-world, project-based context. Inquiry-based
  units are structured around an open-ended,
  intriguing essential question that is used to
  direct students towards the objectives of the
  unit and invites students to be a part of the
  solution to the unit's dilemma.
• Ohio Resource Center

7
Definitions (final)

• A continuation of what most of us are already
  doing in the classroom, except presented and
  assessed in a more formal method.
• Tom, Shi

8
Essential Items

• Have no one right answer
• Can be answered by all students
• Enable students to learn
• Involve thinking, not just answering
• Make students investigators
• Connect learning across disciplines
• Demonstrate larger world issues
• Center for Youth Development and Education,
  CommCorp

9
IBL In Action (Tom)

• Presented first IBL to class
• The following week
• Listened to whining and complaining
• Initiated Project
• Supplemental to other classroom tasks
• Read Tech Journals weekly for clues
• Evaluated IBL at end of 4 weeks
• Instituted weekly IBLs at 2nd Semester

10
IBL In Action (Tom)

• Tech Journal Comments (week 1)
• Listened to description of Inquiry Based Learning
  assignment, I know I am going to hate this
  assignment.
• When are we going to have time to complete this
  with everything else we have to do?
• We should have seen this coming!
• Why dont the juniors have to do this?

11
IBL In Action (Tom)

• Tech Journal Comments (week 2)
• This IBL stuff isnt so bad. I work with a team,
  and we all know what needs to be done, and when
  it needs to be done.
• The IBL gives us what is expected as the end
  result but does not tell us exactly how to do it.
  I kind of like that.
• Why dont the juniors have to do this?

12
IBL In Action (Tom)

• Tech Journal Comments (week 4)
• This IBL was a great idea, can we do it again?
• Lets do this again, only make it more
  challenging.
• Im glad for once you worked on a panel at State.
• The juniors wouldnt be able to handle this IBL
  thing anyway.

13
IBL In Action (Shi)

• Students have traditional instruction to learn
  how to
• interpret a problem,
• design a solution and
• coding techniques in their language (Juniors
  Java, Seniors C)

14
IBL In Action (Shi)

• 4-6 weeks applying the following skills
• project management
• System design
• Coding
• Testing
• Evaluation

15
IBL In Action (Shi)

• Regardless of the students abilities, each can
  contribute to a successful outcome.
• Students are encouraged to create backup
  strategies to manage the timeline.
• Social interaction
• Students learn to work with all types of
  personalities

16
IBL In Action (Shi)

• Students are monitored and periodically assessed
  using rubrics (formative)
• Deliverables are assessed formally by the
  instructor according to the students plan.
  (summative)
• Other teachers and students are included in the
  final presentations

17
Essential Question

• An essential question is one that requires
  students to make a decision or plan a course of
  action
• Critical questions allow expanded learning and
  task completion.

18
Unit Description

• The unit description provides a brief summary of
  what the students will be doing during the unit,
  the general expected outcomes, and the processes
  that will be involved.

19
Skill Level

• What skill level is required to successfully
  complete the unit.

20
Entry Event

• An entry event is a real-world scenario around
  which the inquiry is built.

21
Prerequisites

• Courses or experiences List both previous
  academic and career technical coursework needed
  and related work or general experiences needed
  for task completion.

22
Timeline

• Similar to Lesson Planning
• Breaks unit into smaller parts
• Allocates resources
• Creates milestones
• Highlights major activities

23
Content Standards

• Provide the Career-Technical Competencies that
  will be addressed in the unit.

24
Academic Standards

• List the applicable aligned academic benchmarks
  that are addressed in the unit.

25
Pre-Assessment

• Include any formal or informal pre-assessment
  activities that will assist the instructor in
  determining the student's background knowledge
  and/or skills.

26
Materials Needed

• Include all consumable material and equipment or
  tools, raw product, paper, calculators, or other
  technologies.

27
Facility

• Classroom requirements such as necessary
  furniture to create a team environment or
  laboratory space.

28
Business and Industry Resources

• Provide generic descriptions of possible contacts
  from business and industry.

29
Local Resources

• List and describe local assets that would be
  helpful in the presentation of the unit.

30
Print and Electronic Resources

• List specific resources, URLs, telephone numbers,
  libraries, or any other information sources that
  would be helpful to students and teachers.

31
Teacher Tips

• Provide practical suggestions to help the teacher
  implement the inquiry based unit.

32
Assessments Formative/Summative

• Formative Assessments Applied during the unit as
  tools to help the teacher determine the extent of
  the student's involvement and understanding of
  the project.
• Summative Assessment Include materials to assess
  student learning at the conclusion of the unit.

33
Resources

• PBL On The Net
• Buck Institute for Education
• PBLnet
• ODE MarkEd
• Rubistar
• 4teachers.org
• Virtual Schoolhouse
• Virtual Highschool

34
Now Its Your Turn

• Topic October is Breast Cancer Awareness
  Month and the group that raises the most money in
  the month of October wins a trip to Los Angeles
  to present their check on The Ellen DeGeneres
  Show.

35
Develop Your Own IBL

• Decide on a project
• Ask The Big Question
• Develop Guidelines / Parameters
• Develop Assessments
• Initiate IBL
• Evaluate / Reflect

36
Questions / Comments
Thank you for your time.