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Inquiry-based Learning. Huh?

Inquiry-based Learning. Huh?. Roosevelt University Mini Conference on Teaching (RUMCOT) April 11, 2014 Donnette Noble, Ph.D. Evelyn T. Stone College of Professional Studies. M erriam - webster.com. What is it?. Inquiry-based learning encompasses the process of (Kiel, 2014):

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Inquiry-based Learning. Huh?

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  1. Inquiry-based Learning. Huh? Roosevelt University Mini Conference on Teaching (RUMCOT) April 11, 2014 Donnette Noble, Ph.D. Evelyn T. Stone College of Professional Studies

  2. Merriam-webster.com

  3. What is it? • Inquiry-based learning encompasses the process of (Kiel, 2014): • Posing problems; • Gathering information; • Thinking creatively about possibilities; • Making decisions; and, • Justifying conclusions.

  4. Alafoto.com

  5. Benefits • Allows students to (Crie, 2005; Keil, 2014): • Work at their own pace (flexible). • Incorporate a plethora of available resources into their learning experience (versatile). • Share and compare their discoveries with other learners (highly motivating).

  6. Learning Theory • Constructivist. • Active, contextualized process of constructing knowledge rather than simply acquiring it. • Incorporates personal experiences; encompasses environment, culture, ideals, values, beliefs, etc. • Significant works: • Social interaction plays a fundamental role in the process of cognitive development (Vygotsky, 1978). • Multiple intelligences; linguistic, logical-mathematical, visual-spatial, body-kinesthetic, musical-rhythmic, interpersonal, and intrapersonal (Gardner, 1999).

  7. Based on E4 • Engage. • Explore. • Explain. • Extend.

  8. Engage

  9. Engage (Cont.) • Aspects of engagement: • Probing prior knowledge. • Identifying alternatives OR misconceptions. • Providing motivating and interest-inducing stimuli. • Development of questions. • Formative assessment (content rich feedback, e.g. KWHL).

  10. Explore • Questions to guide students through the exploration stage (Keil, 2014): • What if…? • How can…? • Why did…? • Where does…? • Who is…?

  11. Explore (Cont.)

  12. Explain • Learner clarifies (Coe, 2001): • Understandings. • Discoveries. • Conclusions or generalizations. • Process skills are emphasized to support higher order thinking (Kiel, 2014): • Interpreting. • Justifying. • Analyzing.

  13. Extend • Apply, elaborate, transfer, and generalize knowledge to novel situations (Kiel, 2014). • Solidifies conceptual understanding. • Develops a more permanent mental representation. • Assessments at this point are typically summative (e.g. exams, grades, etc.)

  14. Reflection

  15. Examples • Situation: Online classes with the majority of students being adult, non-traditional learners. • Where it works: • Discussion Boards: Open-ended questions; provocative statements; conundrums; challenge values, beliefs, previously held assumptions, etc. • Art projects in Organizational Leadership (yes, art). • Social justice action projects. • When it doesn’t work: • Group projects.

  16. Outcomes

  17. References Coe, M.A. (2001). The 5 E Learning Cycle Model. Retrieved April 7, 2014 from: http://faculty.mwsu.edu/west/ maryann.coe/coe/inquire/inquiry.htm Crie, M. (2005). Inquiry-based approaches to learning. Retrieved April 8, 2014 from: http://www.glencoe.com/sec/teachingtoday/ subject/inquiry_based.phtml Gardner, H.E. (1999). Intelligence reframed: Multiple intelligences for the 21st century. NY: Basic Books. Kiel, D. (2014). Inquiry-based learning: Possibilities and challenges. Material presented at the Innovative Teaching Forum Roosevelt University: Chicago, IL. LearningTheories.com (n.d.). Retrieved April 8, 2014 from: http://www.learning-theories.com Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.

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