20100818130805 Lecture 5 - Inquiry & Multiple Intelligent

8/8/2019 20100818130805 Lecture 5 - Inquiry & Multiple Intelligent

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TSP 2023 - LECTURE 8 - Inquiry &Multiple Intelligence 1

INQUIRY AND

DISCOVERY

.

Inquiry Discovery Multiple Intelligence


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Inquiry

In general, inquiry is to find something out, to

seek the truth, to find information, or

knowledge.

By asking the right question.

Centered around the desire to know more

Human beings are always been inquisitive forsurvival


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. Inquiry is also a key tool in constructivism. Inquiry-based learning can be achieved by

ensuring

that they are incorporated early in your

planning

guiding students toward questions .


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.

Students are active in classroom Students must have skills and attitudes

to seek solutions

Every individual must have carry outthe process of inquiry

During inquiry we used all our senses.


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. Effective inquiry is complex process which

involves individuals attempting to convert

information and data into a useful

knowledge.


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TSP 2023 - LECTURE 8 - Inquiry &Multiple Intelligence

.

The way teachers ask questions during

inquiry revolve around : Context (related to daily problem)

Framework (within subjects content)

Focus (open/close) Different levels of questions (Bloom

taxonomy)


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Impo

rtanc

e fac

ts regarding inquiry Knowledge are always changing

Information must be readily available.

So students must understand ways to getand to make senses of the data


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. Learning is NOT about accumulating

data and information

BUT about the generation of useful

and applicable knowledge About the construction of

understanding of the worlds


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. Inquiry implies a "need or want to know" No one can learn everything, but

everyone can better develop theirinquiring skills


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.How to start an inquiry lesson

Ways to know what the student knows beforelesson :

Discuss

Questioning Do activity

The purpose is to

determine what students like to know identify misconceptions.

determine students prior knowledge


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In inquiry the teachers must

1. be familiar with the subject theyreteaching (master the content)

2. poses reflective questions ( recall orremember previous activities)

3. Appropriate questioning techniques

4. Be prepared mentally and physically


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.

5. Prepare conducive learningenvironment

Enriched with learning resources

Materials -- books, pamphlets,journals, and magazines

Facilities and materials - technology


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Teacher's role

Different from traditional teaching)

Facilitator of the learning process

Encourage inquiry learning,

Helps students to feel safe in sharing.


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Key principles of inquiry learning

Principle 1 :

All learning activities focus on using

information-processing skills (SPS,

manipulative, thinking etc)


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.

Princ

iple 2:

Students as active participants

Systematic elements (teachers,instructional resources, technology, andenvironment)


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.

Princ

iple 4:

What is assessed are important.

Emphasis to the development ofinformation-processing skills, and

conceptual understandings

Not just the content


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Why facilitate inquiry learning?

Allow both individual student and theclass to achieve the goals,

It provides direction Provides for individual creativity and

responsibility.


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Allows the facilitator (teacher) to planahead

Keep things in focus

Help students to develop required skills


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STEPS TO FACILITATE INQUIRY LEARNING

1. Learning Objectives and Expected Outcome

Provide clear learning objectives so that

expected outcomes achieved Include observation skills, research skills,

synthesis skills, manipulative skills


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.

2. Emphasized on ground rules

List the rules you want to reinforcehere.

For example: in science, the correct wayto do science - the scientific method;


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3. Conceptual Theme

Themes must connect present lesson to previouslessons

Makes connections between one idea andanother, theories or ideas can be applied todifferent levels of analysis.


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.4. Specific Content

List the content by the end of thelesson.

Include the academic standards


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.5. Readily available Sources and

Resources Resources - libraries, professional

journals, local colleges/ universities,the Internet, other professionals, etc.

List all materials you need


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.6. P

o

tential pro

blems to

inquiry Learning

List any problems you encountered

Think of possible solutions This section will grow as the process

progress.


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.7. Inquiry skills that students must possess

What are the skill levels of thestudents?

What common habits students possess?

What are the levels of conceptual andcontent understanding of the students?


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..Types

o

f Questio

ns to

Be Raised andExplored

What are main questions that you hope

students will explore Consider various types of questions (to infer,

to hypothesis, to explore etc.).

What, where, when, why and how Curious


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. Ongoing Assessment

Assess students while doing activity,

examine aspects of their work,

find out their difficulty.

Judge students progress

Keep records for later comparisons.

List here the ways you will assess yourstudents at the end of the activity (i.e.,reports, exams..)


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.10. Appropriate Sources and Resources

Available

Materials - books, ICT, models, diagrametc


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TSP 2023 - LECTURE 8 - Inquiry &

Multiple Intelligence 31

.12. Learning g

o

als identified learning goals for the year (long-

range),

learning goals for the major units ofstudy (medium-range),

learning goals for the specific learningexperience (short-range).

Refer to CS


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.13. Encourage Good students tofacilitate weak students

Allow good (advanced) students towork with other students as theproject or projects progress.


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Final thought

For educators and teachers, emphasis on the development of inquiry

skills nurture inquiring attitudes or habits of

mind that will enable individuals to continue

the quest for knowledge throughout life Life long application of inquiry


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DISCOVERY

.


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DISCOVERY

Pertains to the act of figuring out something

Main characteristic of inquiry

Requires high-order thinking skills

Students develop their own meaning/

understanding


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. Students are expected to discover scientific

principles/techniques for themselves

Usually with some guidance or special

preparation

Active learning

Active participants not passive receiver of

knowledge


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. Students are not empty vessels

Main advantage of discovery learning is

questioning and

solving problems

Teachers will not give you the answer

Develop students confidence to handle

problems


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.

DL based on the assumption that

education is a process- not set of facts.

Active learning puts the responsibility onthe students

In the position to figure out a problem

In charge of their own learning.


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Benefits of the discovery learning

By participating- students pay more

attention;

Activities focused to key ideas/techniquesbeing examined;

Active involvement forces students to

construct a response processing of information is not mere

memorization;


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. provides opportunity to get earlyfeedback about their understanding

motivating (by solving puzzles andcontrolling an environment)


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DL is more meaningful because

1. Use students personal associations as abasis for understanding and NOT parrotingthe teachers version of a concept

2. figure out the process, not just followingdirections. Results in a solution unique to

the learner, one ultimately easier toreconstruct


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.

3. Students are forced to confront theircurrent ideas about the subject - manymay be misconceptions

4. Students get better grasp of the ideas

because they see the principles actually atwork,


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.5. because learned context similar to eventual

context enable students to recognize anduse the information more easily;

6. the information clearer since studentsconnect them to the "real world"


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EXAMPLES

How could the discovery approach used to teachthe following:

The time for small swings of a simplependulum depends on the length of thependulum, but no mass of the bob or thewidth of the swing


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Discovery activities usually in groups

Require high-order thinking skills

Students develop their own meaning


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If not done properly .

the result can be lack of learning,

confused and frustrated students

waste of time and good will


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. Students must be monitored

Choose the topic where students are very

unlikely to know the answer

Allocates time

Make summaries of what learned


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Strengths and weaknesses of thediscovery method

The discovery method had been

criticized as follows:

Students discover the wrong thing

Students may get confused

Time consuming


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Advantages of discovery

It is active, motivating and fun

It develop understanding of the subjectmatter

Involves high-order thinking: evaluating,creative thinking, problem solving,analysis, synthesis etc.


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MULTIPLE

INTELLIGENCE


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What is intelligent?

Intelligent is defined as the ability to

learn or understand or to deal with new or

trying situations

Gardner (1991) refers multiple intelligences

as the different ways of understanding andlearning


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. 8distinct ways of knowing and representingthe world

Each is an intelligence has its own unique rules,

codes and symbols

Different students operate with different

intelligences;

Therefore, each students have different

approaches to learning and problem solving


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BUT students can have a mixture of

different intelligences,

Have many tendencies for a predominant

learning orientation.


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Gardner (1983, 1995)

Human have at least eight distinct intelligences: Visual-Spatial

Bodily-kinesthetic

Musical-R

hythmic Verbal-Linguistic

Logical- mathematical

Interpersonal

Intrapersonal

Naturalistic


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Visualspatial

involve creating and understanding meaningthrough visual and spatial symbols andconceptions.

Teacher supply students with a variety oftools and materials that can be used to createvarious kinds of objects and display

Ex: Concept map, model, visual presentation


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Bodily kinesthetic

Learning /meaning is created through

movement

Teacher should provide opportunities that

correspond to the preferred learning

orientation of their student

Eg: creative drama, dancing, sports,


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Musical-Rhythmic

Enable the individual to create an understandingof meaning through musical symbols

Skills - composing and performing various kind of

musical instruments and ,expertise in musiccriticism

Use music to create a variety of emotions and

images in the classroom Invite student to compose their own music


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Verbal-Linguistic:

Students with strong verbal-linguistic

intelligence can create and understand meaning

using language

Talent can be promoted by writing stories andpoems, as modeled by teacher

Allowed student to compare their ideas with

those of their classmate Able to draw conclusion and formulate questions

for inquiry investigation


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Logical-mathematical:

Students excel at using highly organized,

logical and rule-based system to create and

understand meaning

To promote logical-mathematical intelligent,

teacher should:

Use diverse questioning strategies Pose open-ended problem for student to

solve


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. Have student construct model of key

concept

Student discern pattern and connection indiverse phenomena

Ask student to justify statement or opinion Provide students opportunities for

observation and investigation

Have student to predict and verify logicaloutcomes


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Inter-personal

Create and obtain meaning through thesocial world

Skills in understanding society and itsproblems and process,

developed through the procedures thatpromote group work


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. Developing this skills involves learning about

appreciating diverse point of view

Involves successfully working with a variety

of individuals who present various positions

and inclination (interest)

Student can develop these skill by working

on project


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Intra-personal create and understand meaning through

intrapersonal (within on self) symbols

Involves self-reflection (philosophically,

psychologically and religiously) The development of an integrated, well-

adjusted personality depend on an adequateunderstanding of oneself

Oneself expression and an ability to fit thesein with important societal moral and ideals

Eg: Reflective journal writing


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Naturalist

Use the natural world as the means to createand understand meaning Make distinctions in natural world in order

visualize to patterns and relationships between

living organisms Involves the capacity of observing, reflecting,

making connection, classifying, integrating andcommunicating

Teacher can ask student to observe, conductresearch and so on


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Strategies for fostering scientific inquiry

utilizing the eight intelligences

Visual-Spatial Concept map

Draw maps

Make models

Draw pictures Arts

Bodily-kinesthetic

Dance

Pantomime

Sports


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. Musical-

Rhythmic

Singing

Learn tunes

Write tunes and various genre

Play instruments classical/modern

Verbal-

Linguistic

Read , Search the internet

Write, write poetry

Send e-mail

Logical-

mathematical

Search the internet

Argue points successfully

Draw and interpret concept maps

Draw graphs

Mathematically inclined


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.

Interpersonal Lead discussions

Participate in discussions

Ask clarifying questions

Leaders

Intrapersonal Lead discussions/ confidence indvidual

Be a friend/ networking /contacts Organize games

Direct play activities

Naturalistic Classify according to natural surroundings

Nature lover/environmentalist Collect object from nature

Label and mount specimens from nature


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Conclusion

Now may not readily CLEAR how each of these

intelligence can be promoted in any classroom

The fact remains, that student have different

combination of these intellectual abilities and thesecombination determines their areas of greatest

inclination and skill

Thus, learning can be increased when there are bettermatches between student abilities and the work

students do in classroom


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. Teacher need to give some of their student

experiences that are different from ordinary

The curriculum needs to include a much widerrange of experiences so that some studentsare not unfairly discriminated against.

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20100818130805 Lecture 5 - Inquiry & Multiple Intelligent