Inquiry Based Learning and Teaching

1. Inquiry Based Learning and Teaching Staff Development By Dr. Susan Lester

2. PRETEST What is Inquiry-based teaching/learning? Have you used this method of teaching in your classroom? Do your students use the Internet for research in your class? Does your curriculum require any project-based assignments?

3. Inquiry is the process of seeking truth, information, or knowledge by questioning. Answers are developed through questioning, not a textbook. What is Inquiry-based learning?

4. Excellent teaching method for: • Science • Mathematics • Business • English • History • Diverse populations, etc.

5. Based on John Dewey's philosophy that education begins with the curiosity of the learner, we use a spiral path of inquiry.

6. Five Steps for Inquiry-based Learning • Questioning • Planning and Predicting • Investigating • Recording and Reporting • Reflecting

7. Step 1Questioning It is important that students understand that the bigger (essential) question is the compilation of smaller (foundation) questions.

8. Essential questions are usually posed and modeled by the teacher. Students may create their own question if they have had previous experience with inquiry-based learning and are comfortable with the process, then build answers to the essential question. EXAMPLE: if the U.S. History class spends a month on the Civil War, the teacher may pose one of the following essential questions: Why do we fight wars? How could political issues or ideas ever become more important than family loyalties? Essential Questions:

9. Essential Questions An essential question is defined as a question that requires students to make a decision or plan a course of action. Making decisions and/or planning a course of action are essential adult skills that students need to display at a high level of proficiency. Answers to essential questions cannot be found. They must be invented.

10. Step 1Foundation Questions: Foundation questions are generally the "what is" questions.After the essential question is framed, students create the foundation questions by brainstorming questions. Through investigation and research of factual information, students work toward obtaining the answer to the essential question. Again, these may need to be modeled by the teacher for students to gain a better understanding of this process. The number of foundation questions is typically around six to eight.

11. The questions must be answerable "What is the poem 'Dream Deferred‘ based on?" is answerable. "Why did Langston Hughes write it?" may be answerable if such information exists, or if the students have some relevant and defensible opinions. "Why did he choose this particular word in line six?" is not answerable because the only person likely to know such a specific answer is Hughes himself, now deceased.

12. The answer cannot be a simple fact. "In what year was Lincoln killed?" doesn't make for a very compelling project because you can just look it up in any number of books or websites. "What factors caused the assassination attempt?" might be a good project because it will require research, interpretation, and analysis.

13. The answer can't already be known • ."What is hip-hop music?" is a bit too straightforward and the kids are not likely to learn much more than they know already. "What musical styles does hip-hop draw from and how?" offers more opportunity for exploration.

14. DEVELOP QUESTION • Form groups of approximately 4 people • Take 3 minutes to develop an Essential Question for the topic • Energy Crisis

15. Step 2Planning and Predicting Prior to gathering their information, students create a list of necessary resources to answer their questions and communicate their findings. Resources may include: Computer, Internet, brainstorming software, multimedia tools, CD-ROMs, etc. Other student activities that may help in this step include creating a list of keywordsfor research, acquiring e-mail addresses of experts, and identifying local personnel who may provide information. During this time the teacher guides the students as they formulate answers to their questions.

16. Step 3Investigating The teacher facilitates the process by gathering resources and asking open-ended questions during team investigations. Students have the opportunity to move around the room to see what other groups are doing generating other ideas that can be incorporated in their own investigations. Students keep accurate records or logs to be used when compiling information to provide information on what worked during the investigation and what did not; which questions have been answered and which have not.It is important for a teacher to say "no" to investigations that sway from the goals of the lesson, or investigations that are not relevant to answering the essential question. Students, redirected by the teacher, stay focused on appropriate questions and investigations.

17. GRAPHIC ORGANIZER In the center, you start by identifying your project; then, in each concentric area, you record the group's answers to the questions. By the time you finish with the final area, you have a map that tells a number of stories and will help you make a decision about your ultimate goal.

18. Step 4Recording and Reporting In this step of inquiry-based learning, students record and report their findings. Students may use a variety of ways to record: lists, spreadsheets, databases, graphic organizers, graphs, memos, notes, webs, and note cards. Likewise, students may use word processing, multimedia presentations, brochures, bulletin boards, graphs, artwork, models, and portfolios for reporting their information.

19. Step 5 Reflecting In this final step of inquiry-based learning, students reflect by revisiting the essential and foundation questions. If the information gathered does not answer the essential question then more foundation questions may need to be formulated and investigated. For each inquiry-based project, a rubric is created to help students maintain direction.

20. The old adage, “Tell me and I forget, show me and I remember, involve me and I understand” describes the core of inquiry-based learning.

21. BIBLIOGRAPHY OF WEB SITES FOR INQUIRY BASED TEACHING Educational Technology: Support for Inquiry-based Learning http://ra.terc.edu/publications/TERC_pubs/tech-infusion/ed_tech/ed_tech_intro.html This article is the academic nitty-gritty of inquiry-based learning. iwonder: Inquiry-Based Learning and Teaching: Mathematics and Science Through Museum http://www.bsu.edu/burris/iwonder/index.htmlThis site, devoted to inquiry-based learning, offers teaching techniques, tools and educational content.

22. http://www.thirteen.org/edonline/concept2class/inquiry/index.htmlhttp://www.thirteen.org/edonline/concept2class/inquiry/index.html Getting started, explanations http://www.inquiry.uiuc.edu/php/assessment2.php#Rubrics Assessment suggestions http://www.youthlearn.org/learning/approach/inquiry.asp How to ask good questions http://www.biopoint.com/inquiry/ibr.html Eight step process to Inquiry based teaching http://www.coexploration.org/html/pedagogy.html Hands on, questions and answers and many resource websites http://www.willard.k12.mo.us/co/tech/inquiry.htm Example lessons, Bloom’s Taxonomy http://www.ndtwt.org/Blackboard/P2SST2/inqu.htm Good explanation BIBLIOGRAPHY OF WEB SITES FOR INQUIRY BASED TEACHING