Inquiry Based Learning

Inquiry Based Learning Inquiry-Based Learning in Action NCPN Conference – Louisville, KY Shiela O’Neill, Thomas O’Neill

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 Traditional vs. Inquiry

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

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

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

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

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

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

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

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 don’t the juniors have to do this?

IBL In Action (Tom) • Tech Journal Comments (week 2) • This IBL stuff isn’t 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 don’t the juniors have to do this?

IBL In Action (Tom) • Tech Journal Comments (week 4) • This IBL was a great idea, can we do it again? • Let’s do this again, only make it more challenging. • I’m glad for once you worked on a panel at State. • The juniors wouldn’t be able to handle this IBL thing anyway.

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++)

IBL In Action (Shi) • 4-6 weeks applying the following skills • project management • System design • Coding • Testing • Evaluation

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

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

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.

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.

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

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

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

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

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

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

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.

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

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

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

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

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

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

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.

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

Now It’s 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”.

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

Questions / Comments Thank you for your time.

Inquiry Based Learning