Enquiry-Based Learning: The fundamentals, the basics:

Dr George Allan BSc MA(Ed) PhD FHEA FBCS FNZCS CEng CITP MIMIS MIEEE

University of Portsmouth

LTEA25 June 2008

The Learning Experience

Training: Improved ability

Learning: Improved thinking

Knowledge: Improved reasoning

Wisdom: Improved judgement

Thinking

Thinking 1

• Finding facts + learning these + recall – descriptive

• How deeply does this engage the brain?

• What purpose does this serve?

• Can we improve on this?

Learning

Find and write about information

Thinking

+

Writing

=

Better Thinking

The Iterative Relationship between Thinking and Writing

• What do you see as the connection between ‘Thinking’ and ‘Writing’ ?

• Draw a picture if you can.

Student

Work

Student

Work

15/25 mins

Small

groups

discussions on

individual work

10/15 minsMotivation for next topic. Guidance on enquiries and students’ study

•Whole-class participation

•Holistic learning

•Short bursts of information

•Short bursts of activity

•Student engagement

Teaching Session Structure

An Enquiry-Based Paradigm

Using a Learning Journal

• Learning journal - collection of reflective writings

• Reflective writing/drawing – a physical form of reflective thinking

• Reflective thinking

Reflection

• – a collection of intellectual activities to reach deeper understanding (Boud, Keogh and Walker, 1985)

• - the process of discovering the limits of one’s own expertise (Schön, 1983)

• - mentally questioning what we understand (Broad, 1924)

Reflection• The Kolb cycle

• experience • reflect • generalize • test

• The Cowan diagram– Reflection for action– Reflection in action– Reflection on action

Thinking 2

• Descriptive Recall + some cognitive skills InterpretationAnalysis

Explanation

• Description + these cognitive skills = Reflection

interpretation

• to comprehend and express the meaning or significance of:– data– events – situations– procedures

analysis

• to identify relationships among statements, concepts

explanation

• to state the results of reasoning

• to justify reasoning in terms of evidence

Strategies for Engaging Students with Their Own Learning

Feedback from Students on Thinking

• Learning by ‘doing’ engaged their minds and made them think

• Doing an enquiry • Record the ‘doing’ = Learning Log• Writing made them think • Critical thinking made them think

Dr George Allan

University of Portsmouth

School of Computing

023 9284 6415

George.Allan@port.ac.uk

http://userweb.port.ac.uk/~allang/

CritiqueCritique Find a relevant fact – Find a relevant fact – probably worth 1 probably worth 1

markmark

Explain WHY it is important – score Explain WHY it is important – score marksmarks

Explain HOW it is relevant - score Explain HOW it is relevant - score marksmarks

EvaluationEvaluationCompare the similarities and Compare the similarities and

explain these in writing explain these in writing

Compare the differences and Compare the differences and explain these in writing.explain these in writing.

ReviewReview More than a simple summaryMore than a simple summary

Reflect with explanations - tell us Reflect with explanations - tell us HOW and WHY - score marksHOW and WHY - score marks