Inquiry Based Learning Heartland Community College IDC

Inquiry Based LearningInquiry Based Learning

Heartland Community CollegeHeartland Community College

IDCIDC


DefinitionsDefinitions– Inquiry is the process of formulating questions, Inquiry is the process of formulating questions,

organizing ideas, exploring and evaluating organizing ideas, exploring and evaluating information, analyzing and synthesizing data, information, analyzing and synthesizing data, and communicating findings and conclusions. and communicating findings and conclusions. http://virtualinquiry.com/inquiry/inquiry1.htmhttp://virtualinquiry.com/inquiry/inquiry1.htm


DefinitionsDefinitions– ““A student-centered, active learning approach A student-centered, active learning approach

focusing on questioning, critical thinking, and focusing on questioning, critical thinking, and problem-solving. It's associated with the idea problem-solving. It's associated with the idea "involve me and I understand." “"involve me and I understand." “ http://eduscapes.com/tap/topic43.htmhttp://eduscapes.com/tap/topic43.htm


SocratesSocrates Dewey Dewey J. Richard Suchman-Illinois Studies in J. Richard Suchman-Illinois Studies in

InquiryInquiry


Key PrinciplesKey Principles– Driven by learner’s questions not teacher’sDriven by learner’s questions not teacher’s– Constructivist-many ways to construct meaning Constructivist-many ways to construct meaning

from knowledge and imparting skills is more from knowledge and imparting skills is more important than specific informationimportant than specific information

– Metaphor is “surfing the web”Metaphor is “surfing the web”


AdvantagesAdvantages– Adaptable to many types of projectsAdaptable to many types of projects– ““Hits” several learning stylesHits” several learning styles– ““Hits” multiple skillsHits” multiple skills– Emphasizes Collaborative LearningEmphasizes Collaborative Learning– Focuses on student examples, knowledge, Focuses on student examples, knowledge,

experiences.experiences. http://www.youthlearn.org/learning/approach/http://www.youthlearn.org/learning/approach/

inquiry.aspinquiry.asp


DisadvantagesDisadvantages– Instructor gives up some controlInstructor gives up some control– Demands a lot of preparation time and planningDemands a lot of preparation time and planning– Perhaps more demands on students to be Perhaps more demands on students to be

active learnersactive learners– Assessment can be difficultAssessment can be difficult– Focus moves away from content vs. processFocus moves away from content vs. process

““How we come to know vs. what we know”How we come to know vs. what we know”


Four Levels of InquiryFour Levels of Inquiry– ControlledControlled– GuidedGuided– ModeledModeled– FreeFree

((School Library Media Activities MonthlySchool Library Media Activities Monthly, v. 15 no. 6 , v. 15 no. 6 (February 1999) p. 38-42) (February 1999) p. 38-42)


Socratic Method and Scientific MethodSocratic Method and Scientific Method– ObservationObservation– Hypothesis formulationHypothesis formulation– Prediction/ExpectationPrediction/Expectation– Test/Experiment/AnalysisTest/Experiment/Analysis– Report/Reflect/CritiqueReport/Reflect/Critique


Student Learning OutcomesStudent Learning Outcomes– Content of SubjectContent of Subject– Content in Larger Conceptual FrameworkContent in Larger Conceptual Framework– Information Processing SkillsInformation Processing Skills– Nurtured Habits of the MindNurtured Habits of the Mind

http://www.thirteen.org/edonline/concept2class/http://www.thirteen.org/edonline/concept2class/inquiry/index_sub2.htmlinquiry/index_sub2.html


Pre-PlanningPre-Planning– What questions do students have?/Topics?What questions do students have?/Topics?– What will be the time frame?What will be the time frame?– What will be the scope?What will be the scope?– Will it tie to other course work and how?Will it tie to other course work and how?– Learning goals?/Level of Inquiry?Learning goals?/Level of Inquiry?– Media/Resource/Information needs?Media/Resource/Information needs?– Group work?Group work?


http://www.youthlearn.org/learning/activities/howto.asp


Question TypesQuestion Types– Factual, Interpretive, EvaluativeFactual, Interpretive, Evaluative– Fact, Why, ImagineFact, Why, Imagine– Bloom’s: Knowledge, Comprehension, Bloom’s: Knowledge, Comprehension,

Application, Analysis, Synthesis, EvaluationApplication, Analysis, Synthesis, Evaluation– Why, How, WhichWhy, How, Which– Inference, Interpretation, Transfer, HypothesisInference, Interpretation, Transfer, Hypothesis


Question TypesQuestion Types– Essential, Elaborating, Clarification, Irrelevant, Essential, Elaborating, Clarification, Irrelevant,

Irreverent, Hypothetical, Unanswerable, Irreverent, Hypothetical, Unanswerable, Strategic, Provocative, Telling, Divergent, Strategic, Provocative, Telling, Divergent, Probing, Inventive, PlanningProbing, Inventive, Planning http://www.fno.org/oct97/question.htmlhttp://www.fno.org/oct97/question.html


Possible Examples from Your ClassesPossible Examples from Your Classes

Questions WorksheetQuestions Worksheet


AssessmentsAssessments– Self-Reflection on processSelf-Reflection on process– JournalsJournals– Traditional Content Based assessmentsTraditional Content Based assessments– Application to new problem/topicApplication to new problem/topic– Observation and ListeningObservation and Listening


Summary ChecklistSummary Checklist– Create Learning ObjectivesCreate Learning Objectives– Create Boundaries or Limit Scope Create Boundaries or Limit Scope – Identify Boundaries and Scope in DisciplineIdentify Boundaries and Scope in Discipline– Identify some Specific ContentIdentify some Specific Content– Identify Resources neededIdentify Resources needed– Anticipate Problems and create plan BAnticipate Problems and create plan B– Know your studentsKnow your students


Summary Checklist (continued)Summary Checklist (continued)– Create questions and question typesCreate questions and question types– Create On-Going AssessmentsCreate On-Going Assessments– Provide Feedback to StudentsProvide Feedback to Students– Connect Activities to Rest of CourseConnect Activities to Rest of Course– Use Advanced Students as FacilitatorsUse Advanced Students as Facilitators– Be Prepared to “Scrap” this ChecklistBe Prepared to “Scrap” this Checklist

http://www.thirteen.org/edonline/concept2class/http://www.thirteen.org/edonline/concept2class/inquiry/implement_sub2.htmlinquiry/implement_sub2.html


ReferencesReferences– http://eduscapes.com/tap/topic43.htmhttp://eduscapes.com/tap/topic43.htm– http://virtualinquiry.com/inquiry/inquiry1.htmhttp://virtualinquiry.com/inquiry/inquiry1.htm– ((School Library Media Activities MonthlySchool Library Media Activities Monthly, v. 15 , v. 15

no. 6 (February 1999) p. 38-42) no. 6 (February 1999) p. 38-42) – http://www.youthlearn.org/learning/activities/http://www.youthlearn.org/learning/activities/

howto.asphowto.asp– http://www.fno.org/oct97/question.htmlhttp://www.fno.org/oct97/question.html

http://eduscapes.com/tap/topic43.htm

http://virtualinquiry.com/inquiry/inquiry1.htm


ReferencesReferences– http://www.thirteen.org/edonline/concept2class/http://www.thirteen.org/edonline/concept2class/

inquiry/implement_sub2.htmlinquiry/implement_sub2.html– http://www.inquiry.uiuc.edu/index.php3http://www.inquiry.uiuc.edu/index.php3– http://www.galileo.org/tips/http://www.galileo.org/tips/

essential_questions.htmlessential_questions.html– http://www.questioning.org/Q7/toolkit.htmlhttp://www.questioning.org/Q7/toolkit.html– http://www.queensu.ca/ctl/goodpractice/inquiry/http://www.queensu.ca/ctl/goodpractice/inquiry/

index.htmlindex.html

Documents

Inquiry Based Learning Heartland Community College IDC