Title: Active Learning and InquiryBased Teaching Strategies
1Active Learning andInquiry-Based Teaching
Strategies
- Lynda Paznokas
- Associate Dean for School and Community
Collaboration - Boeing Distinguished Professor of Science
Education
2Lynda and Skip PaznokasPullman, Washington USA
3I Hear and I Forget,I See and I Remember,I Do
and I UnderstandChinese Proverb
4CONFIRMATIONLevel 1 Inquiry
- Students given problem, procedure,
- and outcome.
- A concept or principle is presented and the
student performs some exercise to confirm it. - The student knows what is supposed to happen and
the procedure has been carefully outlined for the
student to follow. - NOTE Some people do not consider
- this inquiry.
- Realize that it is a very beginning approach
- to inquiry for students.
5STRUCTURED INQUIRYLevel 2 Inquiry
- Students given problem and procedure,
- but not outcome.
- The student is presented with a problem but does
not know the results beforehand. - Procedures are outlined.
- Selection of activities and materials is
- structured to enable the student to
- discover relationships and to
- generalize from data collected.
6GUIDED INQUIRYLevel 3 Inquiry
- Students given problem but
- not procedure nor outcome
- Only the problem to investigate is given to the
student. - The students direct their own procedures and
methods of collecting data from which concepts or
principles are discovered and generalized.
7OPEN INQUIRYLevel 4 Inquiry
- Students determine their own
- problem, procedure, and outcome.
- The student formulates both the problem and the
procedure for solving the problem, interprets the
data, and arrives at conclusions.
8Adjust a lesson to be more inquiry-based
9Japanese Lesson Study
- Lesson Study is an ongoing, collaborative,
professional development process that was
developed in Japan. - Many teachers in the U.S. and Canada are
interested in the process to help them improve
their teaching and their students achievement. - Lesson Study involves a group of teachers working
together on a broad goal and developing lesson
plans that are observed, analyzed, and revised.
10Lesson Study Process
- Choose a research theme (Example determine how
to increase independent thinking in students in
math) - Focus the research (set a goal)
- Create the lesson (select a lesson and follow an
established lesson plan template) - Teach and observe the lesson (lesson is taught by
a member of the group and observed by the other
members. Focus is on students thinking not on
the teachers abilities.) - Discuss the lesson (group discusses on same day)
- Revise the lesson (revise based on observations
and analysis another member of the group teaches
the lesson process of observation, discussion,
and revision repeats) - Document the findings (group outlines what was
learned)
11Lesson Study Cycle
- For more information
- http//www.tc.columbia.edu/lessonstudy/
- Columbia Universitys Teachers College Lesson
Study Research Group
- Review
- Set Goals?
- Analyze and Plan?
- Teach and Observe?
- Discuss and Revise?
- Teach and Observe?
- Discuss and Revise?
- Report on Goals
12The Big Six Guide to Information Problem Solving
- The Big Six is an information literacy
curriculum, an information problem solving
process, and a set of skills that provide a
strategy for effectively and efficiently meeting
information needs. - The Big Six skills approach can be used whenever
students are in a situation, academic or
personal, which requires information to solve a
problem, make a decision, or complete a task.
13Information Literacy - Science Focus
- In this age of tabloid news and easy internet
access, students must be savvy information
consumers. They need to be aware that not all the
reports they see may be accurate or
factual.Instead of unquestioningly accepting the
reliability of what they read, see, and hear,
they have the skills to test the veracity of the
information themselves. They are aware that it is
their responsibility to consider the reliability
of the source, question the accuracy of the
information, and confirm for themselves any news
item that seems suspect. A reading public with
these skills will be well-informed,
scientifically literate, and discerning consumers
of the media. - Caracungan, C. Kelly, S. (2002). The truth
behind the tabloids. Science Scope, 27. 8-11.
14Big Six Skills
- 1. Task Definition
- What needs to be done?
- What is expected from the assignment
- 2. Information Seeking Strategies
- What sources can I use? Once you know whats
expected of you, you need to identify the sources
you need to solve the task. - This step is thinking about the sources, not
actually finding the sources yet.
15Big Six Skills
- Location and Access
- Where can I find those sources? You must find
potentially useful sources. - This is the implementation of Information Seeking
Strategies - 2. - Use of Information
- What can I use from these sources?
- What do I have to do with the information?
16Big Six Skills
- 5. Synthesis
- What can I make to finish the job?
- Repackage the information to meet the
requirements of the assignment. What product does
the assignment require? - Produce personally designed products to
communicate content. - 6. Evaluation
- How will I know I did my job well?
- Did I do what I was suppose to do?
17(No Transcript)
18Exasperating presentations
19Presentations that are a privilege to attend
20 Adults Learn Best When
- They have input into the selection of the content
and even development of the learning experiences - The learning is connected to the vast background
of knowledge and experience that the adult brings
to the table - The learning is both received and processed in
more than one way - The learning is collegial and directed at solving
specific job-related problems - They have ample opportunity to reflect on the
implementation of new competencies
21Brainstorming and DiscussionStrategy 1
- Dialogue enables adults to achieve deeper meaning
and understanding because they can utilize the
skills of inquiry, reflection, and exploration. - Example Participants are given a question to
which there may be multiple answers. They
brainstorm to generate multiple ideas.
22Drawing and ArtworkStrategy 2
- Expressing oneself artistically has extreme value
for total cognitive and personal development. - Example Participants illustrate the meanings of
specific concepts of content-area vocabulary to
facilitate retention.
23Field TripsStrategy 3
- Critical thinking skills can be improved by
getting participants out of the classroom and
into the real world. - Example Virtual field trips can provide many of
the same cognitive and affective benefits as an
actual field trip. Participants view a distance
learning telecast concerning a particular course
objective.
24GamesStrategy 4
- Appropriate games facilitate problem solving,
cooperation, movement, and even self-discovery. - Example Construct a facsimile of Jeopardy! By
selecting important facts related to the
objectives of the course.
25Graphic OrganizersStrategy 5
- Graphic organizers can be referred to as power
pictures because they paint important pictures on
the brain. - Examples Venn diagrams, web organizers, pie
charts, sequence charts, etc. - Participants could use a Venn diagram
- (2 interlocking circles) anytime two parallel
concepts are being compared or contrasted.
26Humor and CelebrationStrategy 6
- Humor enlivens participants, reduces tension, and
increases productivity and creativity. - Example Reinforce a concept to be taught by
locating or creating cartoons, riddles, or jokes
and integrating them into instruction.
27Manipulatives and ModelsStrategy 7
- The most effective teaching techniques for
increasing intelligence unite both mind and body. - Example Participants demonstrate tactically
their agreement or disagreement with an answer or
their levels of understanding for an answer by
doing one of the following - Thumbs up agree Thumbs down dont
agree - Five fingers completely understand One
finger Dont understand
28Metaphors, Analogies, and SimilesStrategy 8
- Metaphors are a natural way for the brain to
construct new knowledge and acquire meaning. - Example Participants write metaphors that
symbolize their understanding of two unrelated
concepts. They explain the relationship between
the two concepts to a partner. - The brain is a computer. Participants describe
the similarities between the human brain and a
computer. - (e.g. both have ways to access long-term memory)
29Mnemonic DevicesStrategy 9
- People are better at applying factual information
when they acquire that information through
mnemonic strategies. (brain short cuts) - Example Participants work individually or in
cooperative groups to create their own mnemonic
devices such as the order of the planets My Very
Educated Mother Just Served Us Nine Pizzas.
30MovementStrategy 10
- Movement places knowledge at multiple addresses
in the brain. - Example In a Carousel activity, one topic
(related to a bigger theme that is being taught)
is written on 4 posters and placed at 4 locations
in the room. Divide participants into 4 groups.
Each group moves to a different poster, appoints
a recorder, and is given 2 minutes to brainstorm
as many things as they can remember about the
topic on that poster. After 2 minutes, groups
move clockwise to the next poser and add to the
content already written. The carousel ends when
each group has responded to all 4 posters.
31Music, Rhythm, Rhyme, and RapStrategy 11
- Music connects multiple brain sites by activating
and synchronizing neurons firing patterns. - Example Play appropriate classical, jazz, or
another type of calming music as participants
enter the classroom. Music will help to establish
a supportive environment and assist participants
in relaxing and reading themselves for the
upcoming instruction.
32Project- and Problem-Based InstructionStrategy 12
- People retain and apply information in meaningful
ways when that information is connected to
real-life experiences. - Example Following a workshop or course segment,
assign a follow-up project through which
participants can implement the concepts learned
during instruction.
33Reciprocal Teaching, Cooperative Learning, and
Peer CoachingStrategy 13
- Cooperative learning, rather than lecture,
enables students to gain insights from one
another, broaden high-level reasoning, and become
a nation of student who think. - Example Each participant turns to a close
partner and reteaches a concept that the teacher
has just presented or provides a summary of the
key points in a class discussion.
34COOPERATIVE LEARNINGAlthough programs vary
slightly, three rules are generally in operation
when students are working cooperatively
- You are responsible for your own work and
behavior - You must be willing to help any group member who
asks - You may ask for help from the teacher only when
everyone in your group has the same question
35Role-Plays, Drama, Pantomimes, and
CharadesStrategy 14
- When learners take on multiple roles, learning is
integrated and therefore enhanced. - Example Participants work in groups to write
and present an impromptu television commercial
regarding information learned in class. The goal
of the commercial is to persuade the audience to
purchase a service or buy the information
presented.
36StorytellingStrategy 15
- Information is tied in our memories to the
scripts that stories provide. - Activity Create stories throughout the course
that teach pertinent concepts or ideas that you
want participants to remember. These stories
preferably should derive from your personal
experiences so that you can be sure your
participants have not previously heard the story.
37TechnologyStrategy 16
- A curriculum that is technologically based is
more complex, visual, specific, global, and
interactive. - On-ling learning should be used to enhance
face-to-face learning. There is no virtual
learning miracle that will eradicate the need for
people - Example Establish electronic learning teams
that give participants opportunities to discuss
pertinent issues, share experiences, or provide
coaching to one another.
38VisualizationStrategy 17
- Visualization improves our ability to problem
solve before, during, and after the learning or
application of a task. - Example Participants view a vocabulary word,
math formula, or science process written on the
board. The visual is removed and participants
visualize the previous concept and jot it down on
their papers. They then compare their
visualizations with those of a peer.
39VisualsStrategy 18
- Because the eyes send millions of signals per
second to be processed in the visual centers of
the brain, the brain takes in more information
visually than through any of the other sense. - Example Place visuals on the walls that support
the concepts you are teaching. These could
include posters, a sample agenda, key vocabulary
terms, cartoons, positive messages, and so forth.
-
40Writing and ReflectionStrategy 20
- Complicated, multiple bits of information from
presentations and observations can be organized
and made easier to understand when written down. - Example Participants write as many words and
phrases as they can recall following the
presentation of a chunk of information. They
compare their list with that of a classmate and
add any words or phrases from their partners
list to their own.
41AssessmentComes from Latin asidére, which means
to sit by as an assistant judge.
- Decide
- What learning you value
- What skills you want students to develop
- What kind of attitude you want them to display
- How do you know they got it?
42Classroom Management(Always an issue ?)
43Challenges of team teaching
44What will they remember?How will they feel about
the learning?