Enquiry Based Learning. Debbie Reel & Helen Davies Newman University College, Birmingham. Aims. Why EBL at Newman University College?. ‘Enquiry-Based Learning inspires students to learn for themselves, bringing a real research-orientated approach to the subject.’
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Debbie Reel & Helen Davies
Newman University College, Birmingham
‘Enquiry-Based Learning inspires students to learn for themselves, bringing a real research-orientated approach to the subject.’
Extend critical knowledge and understanding in relation to teaching and learning in the Early Years
Promote an advanced level of enquiry of the pedagogical issues encountered in teaching and learning in the Early Years
Increase students depth in understanding of key issues related to key focus areas of enquiry
Enable students to formulate their own routes in learning as they research, evaluate and synthesise
As part of the commitment to ensuring that high quality practice is achieved in all early years settings NUC is developing a series of documentaries which explores and examines current practice for 3-5 year olds. The aim of the documentaries is to raise standards and encourage practitioners to reflect on their practice and consider the underlying basis for such practice. Each documentary will examine an area of early years practice and will explore the challenges, issues and dilemmas faced by practitioners. A supporting leaflet will accompany the documentary with a description of the content and include reference to key research and publications. The documentary and the leaflet are aimed at practitioners new to teaching or new to the Foundation Stage. Both the documentary and the leaflet will be scholarly and informed.
Students submitted a documentary proposal (300-500 words) that demonstrated a sound understanding of the chosen topic and indicated how they intended to examine their chosen area from different points of view with reference to relevant reading and research.
Debbie and Helen
Technical advice and support
Could add a photo of students in computer room.
Motivation and Support
Successful implementation of EBL processes require a level of consciousness of the challenges to change on the part of the tutor and students.
‘… a lot of unlearning and letting go has to be done by both students and tutors before there is a genuine alignment of assessment with the principles and practices of EBL.’
CEEBL (2008) Centre for Excellence in Enquiry-Based Learning. University of Manchester. [online]. Available at http://www.campus.manchester.ac.uk/ceebl/ (accessed 16 September 2008).
Lane, A., Devonport, T. Milton, K., & Williams, L. (2003) Self Efficacy and Dissertation Performance Among Sport Students Journal of Hospitality, Leisure, Sport and Tourism Education Vol 2, No 2
Gough, G. (2008) Encouraging groups to take responsibility for learning: First steps in EBL [online]. Available at http://www.campus.manchester.ac.uk/ceebl/resources/general/gough_EngCETLsymp2008.pdf (accessed 28th March 2008)
Khan, P. and O’Rourke, K. (2004) Guide to Curriculum Design: Enquiry-Based Learning. University of Manchester. [on line]. Available at http://www.campus.manchester.ac.uk/ceebl/resources/general/kahn_2004.pdf (accessed May 2010).
MacDonald, R. (2005 ) Assessment Strategies for Enquiry and Problem-Based Learning [online]. Available at http://www.aishe.org/readings/2005-2/chapter9.pdf (accessed May 2010)