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Chapter 5 & 6. EDEC 304. What is Discovery Learning?. Inquiry-based, problem-centered constructivist learning approach. The major goals of discovery learning can be addressed through inquiry and problem solving. -Inquiry is the process of posing, investigating, and answering questions.
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Chapter 5 & 6 EDEC 304
What is Discovery Learning? • Inquiry-based, problem-centered constructivist learning approach. • The major goals of discovery learning can be addressed through inquiry and problem solving. -Inquiry is the process of posing, investigating, and answering questions. -Problem-solving is the process we employ when facing a problem, an uncertainty, or difficulty.
Inquiry-Based Learning • Students actively construct meaning. • The process skills transcend any specific subject. • Though there is a pattern for Dewey’s inquiry method, it is a broad, flexible set of investigative strategies. -Sometimes students follow a sequence, sometimes they mix up the order, and sometimes they ignore the steps altogether, just as practicing social scientists do.
Inquiry-Based Learning How It Looks, Sounds and Feels
Old Proverb: • “Tell me, I forget; Show me , I remember; Involve me, I understand” • Inquiry based learning • Asks questions that come from the Bloom’s Taxonomy • Involves questions that are interesting and motivating • Utilizes a wide variety of resources so students can gather information and form opinion • Has meaningful products as result of the learning
6. Creating (Can the student create new product or point of view): assemble, construct, create, design, develop, formulate, write. 5. Evaluating (Can the student justify a stand or decision): appraise, argue, defend, judge, select, support, value, evaluate 4. Analyzing (Can the student distinguish between parts): appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. 3. Applying( Can the student use the information in a new way): choose, demonstrate, dramatize, employ, illustrate, interpret, operate, sketch, solve, use, write. 2. Understanding (Can the student explain ideas or concepts): classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase. 1. Remembering (Can the student recall or remember information): arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce, state.
What is Teacher’s Responsibility? • Provide opportunities and experiences that allow students to explore phenomena, hypothesize, predict, manipulate objects, pose questions, research, investigate, imagine, and invent. • Identifying key ideas and principles
Guide the discovery… stimulate the students inductive reasoning • Comparing, contrasting, generalizing • Inquiry-- seeking answers, logical thinking • Simulations – role-playing ..immediate results • Teacher facilitates the process… • is the “guide on the side” • and the “meddler in the middle”
Approaches to Inquiry • The approach to inquiry is a continuum. -Open Inquiry (informal, spontaneous exploration) -Guided Inquiry (semiformal, teacher poses question or problem and provides students materials for investigation) (e.g. Webquest) -Structured Inquiry (formal, systematic application of the scientific method)
Metacognition • Knowing about your own learning and how you learn • Understanding how you learn…the procedures you follow as you think • Strategies: • Teacher Modeling –thinking out loud • Visualizing Thinking –diagram, graphic organizer
Inference Questions -asks the student to go beyond the immediately available information For example: What conclusions can you draw by looking at the photograph? How did the author feel about the character of the story?
Interpretation Questions -asks the student to predict what consequences may occur as a result of a given scenario • asks students to combine their past knowledge of situations and new information For example You found that Sports Illustrated actually had more tobacco ads than any other magazine we looked at. What does that say about Sports Illustrated? We read and loved two books by Hill. What patterns did you see that you think might be present in the third book?
Transfer Questions -asks the students to take their knowledge and apply it to new situations. - asks the students to expand their thinking. For example: We found many patterns in math today. Now lets look at our Language Arts Lesson on adverbs . Let’s see what patterns we can find there. We learned how to graphic organizer webs from paragraphs in our textbook. Now let’s try going the other way and making webs and then writing a paragraph from it.
Hypothesis Questions -asks the students to predict outcomes and carry out tests to discover new knowledge. - questions are often seen in science, but belong in all disciplines. For example: How can we find out if Energizer batteries really last the longest?
Reflective Questions -asks the students to look again at the beliefs they have and the evidence that supports them -leads students back into investigation. For example: How do we really know that there are no aliens out there? How do we know that the show on TV was telling the truth?
Creative Thinking • Generate new ideas • “Think outside the box” • Brainstorming is an excellent strategy • Develop creative solutions to a problem • Everyone is heard and ideas are respected
Critical Thinking • Evaluate ideas • Judgement is based on the logical consideration of the evidence and application of appropriate criteria • Is source of info credible? • Is there bias? • Any inconsistencies?
Problem Solving • What is the best or correct solution today? • This could change over time or with new information • Case Study Approach • Situation that raises and important question • Identify key issuesand important information • Resolve the problem
Decision Making • No simple or correct answer • Need to make a choice based on the best evidence you have
Okay.. now What!!!!
Integrated Learning • Intradisciplinary • Two curriculum areas • Interdisciplinary • Many curriculum areas with a theme • Emphasizes a real-life problems • Higher order thinking • Constructivist learning.
Project-Based Learning • Students solve meaningful problems or inquire into a complex question. • Typical projects may be one of four types: 1. A problem to solve 2. A question to investigate 3. A model to design 4. A decision to make
PBL includes.. • an opening event • the investigation or problem-solving phase • the culminating activity
The Opening Event • The Opening Event is the “hook” which serves to stimulate initial interest in the topic.
The Investigating or Problem-Solving Phase • Teachers make available a variety of resources. • Students apply research skills such as collecting, organizing, and interpreting data. • Students should also reflect on their findings in order to design, build, create, or otherwise make something that has a meaningful outcome.
The Culminating Event • Involves communicating or sharing with others the results of the project. • PBL is a strategy that confronts students with questions and problems that serve as a focus for research activities. • Activities can involve the whole class or small groups. • Children take the initiative in completing projects.
What does this look like for PreK-4? • Observation skills- have student use all their senses – How does it smell, feel; what do you hear? • Researching skills - using online and book based resources • Organizing information (classifying, comparing/constrasting, graphing)
Seeing relationships between two ideas or concepts - How are these leaves we collect the same...different? • Reflecting and Reaching Conclusions- what happened , how can we keep it from happening again.
