Inquiry-Based Learning

1
Inquiry-Based Learning

• An Engaged Learning Model

2
Inquiry by Design authored byDr. Emily C. Alford

• Major writers and developers
• Lori Hinton
• Phyllis Hostmeyer

• Major contributors
• Renee Brown
• Katie Marsh
• Lynne Newton
• Gloria Oggero

Project Director and Manager Vicki DeWitt
3
How does this look in my classroom?

• We will model the inquiry method beginning with
  Monday morning.

• You will have a brief opportunity to investigate
  information related to the unit opening we model.

• On the second day of training we will model the
  strategy for Tuesday.

4
How will we design our unit?
With our help!
5

CONTEXT
Goals/Standards (S)
CONTENT
Engaging the Learner
Teaching and Learning Events
The Teaching and Learning events are the actual
lessons or activities which enable students to
master the specified Illinois Learning Standards.
This is where the content area teaching occurs.
Students are motivated by the context to acquire
the content area knowledge. The first Teaching
and Learning Event is to review the introductory
challenge and do task analysis, and to identify
essential questions. Ask Yourself What are the
essential questions that will lead students to
important concepts? What is the best way for
students to get the information? Share it? What
type of activity would create a need to know?
Curriculum outlined by the school district is
linked to the Illinois Learning Standards. What
are the learning goals for this unit? What are
the conceptual ideas that can be applied in other
contexts and serve as a platform for future
learning?

• This is the content which gives students the
  why in Why do we need to know this?
  Expectations are set for the final product. The
  goal is to motivate students and help them see
  the purposes for learning
• Think about your
• students
• to what can they relate?
• to what will they
• commit?

Individual Student Assessments
Final Team Performance
Assessment follow certain Teaching and Learning
Events and are used by the teacher to assess
student understanding of the benchmarks. Ask
yourself How will you measure student progress
in mastering the performance benchmarks?
Performances are the event(s) and product(s)
through which students will apply their learning
and generate new knowledge
??? outcome is assessed (Number refers to
assessment)
?Emily Alford, 1998
Numbers after Teaching and Learning Events refer
to assessments
6
(No Transcript)
7
Modeling the Inquiry Methods Buy a car? Senior
going to college? Sick relative? Travel in your
future?

• Encountering the Issue

• Task Analysis

• Investigating Information

• Reasoning with Information

• Acting on Decisions

8

• The workshop trainers will
• Model the methods
• Provide opportunities for guided practice
• Support independent practice
• Support activities which lead to the use of these
  strategies in the classroom.

Or your money back .
9
BrainstormIts Monday morning, lets begin...

• Take a mental walk through your home.
• In teams, list all of the electrical appliances
  in your assigned room.
• Use chart paper to list those appliances.

10
Any Guesses???

• Is this unit about...

or
11
How do you calculate your costs?

• Read the meter?

• Call utility company?

• Get out your checkbook?

12
Lets find out!

• Select three appliances
• Use Energy Cost Calculator
• As a team, follow directions and record on spread
  sheet

13
(No Transcript)
14
Any surprises???
15
Village of Buffalo Grove April 16, 2000 Dear
Students Our community is growing at a rapid
pace, as are cities and towns all over the world.
This rapid growth is leading to greater energy
demands and a depletion of resources needed to
generate electricity, heat our homes and drive
our cars. With the depletion of present
resources, alternatives must be considered. We
need to understand how the transformation of
certain fuels impacts our environment. Recent
energy bills have doubled or even tripled in some
households and people are asking why this is
happening! Our community needs your help in
understanding available sources of energy so that
we will be better prepared for these troubling
times. Green electricity is an alternative being
used in some communities. We need to better
understand the strengths and weaknesses of this
and other alternative energy sources, taking into
consideration such things as cost, environmental
impact, and availability. Once this information
is gathered, please design a pamphlet informing
the community about your discoveries regarding
renewable and nonrenewable energy. I appreciate
your concern on the matter and look forward to
working with you in the future. Sincerely. Pres
ident Sidney Mathias Buffalo Grove Village
President
16
What Questions Do We Have?
Task analysis What are we being asked to do?

• What do we need to know in order to help our
  community understand these issues?
• Think, Pair, Share

17
Are There Other Energy Costs?

• Producing
• Transferring
• Environmental

Lets look at one more factor...
18
(No Transcript)
19
What Questions Do We Have NOW?

• Based on our experiences with cost factors and
  our mayors challenge, what questions can we add
  to our list?
• What do we need to know in order to help our
  community understand these issues?
• Think, Pair, Share to develop additional questions

20
Modeling the Inquiry Method what have we done so
far?

• Encountering the Issue

(cost sheets, mayors letter)

• Task Analysis

(mayors letter)
Whats next?

• Investigating Information

(your homework)

• Reasoning with Information

• Acting on Decisions

21
Debriefing the experience

• What did I do that is different from the way most
  units begin?
• What worked for you?
• How would students respond?
• What were the strongest elements?
• Has it made you think about energy differently?

One more pointyou dont know what you dont
know. Just ask me about the opera Aida.
22
Early Explorer Story Mary GriffelWhile
sharing and charting information my students had
researched about early explorers, they noticed
that many of the explorations were financed by
Spain. Students began to ask why Spain was doing
all the explorations. One of them shared that he
read that the king was a very greedy person.
That response spurred research into why the king
and his country was greedy. The students begin
to ask why questions instead of only finding
answers to who questions.
Postscript the student with the information
about the greedy king was learning disabled.