inquiry-based learning cory laverty @ your education library
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Inquiry-Based Inquiry-Based LearningLearning
Cory Laverty @ your Education Library
What is Inquiry?What is Inquiry?
•Originates with John Dewey’s philosophy that education begins with the curiosity of the learner.•Focuses on guiding students through research process.•Driven by questions of interest rather than general topics.•Involves teacher-librarian/ teacher team to model and build inquiry and information literacy skills. •Coaches students as they go.•Assesses progress in developing inquiry skills as well as understanding of content.
Sketch a concept or mind map of inquiry skills you’ve seen in the classroom or discussed in your program.
Why Use Inquiry?Why Use Inquiry?
Provides opportunity for best teaching and learning strategies:•Small-group participation in various contexts.•Reality-based authentic learning problems.•Interdisciplinary and multicultural approaches.•Engages learner through their interests.•Foundation for lifelong learning.•Develop a culture of asking questions.•Alternative assessments.•Home-school partnerships.•Constructivist approach.•Stimulating classroom environment
NCTE 21NCTE 21stst- Century - Century Standards for LiteracyStandards for Literacy
National Council of Teachers of English. (2008). Towards a definition of 21st-century literacies.
• Develop proficiency with technology.• Build relationships to pose and solve problems collaboratively and cross-culturally.• Design and share information for global communities.• Manage, analyze and synthesize information.• Create, critique, analyze, and evaluate multi-media texts.• Attend to ethical responsibilities.
David Warlick: Redefining LiteracyDavid Warlick: Redefining Literacy
Redefining Literacy: The 3Rs become the 4EsRedefining Literacy: The 3Rs become the 4EsReadingReading Writing Writing Arithmetic Arithmetic EthicsEthics
Exposing Exposing knowledge knowledge
Decode info. Decode info. esp. multimediaesp. multimediaConstruct digital Construct digital
libraries libraries
Expressing Expressing ideas ideas
Competing Competing contentcontent
Be compellingBe compellingUse multimedia Use multimedia
Employing Employing information information
Use numbersUse numbers to solve to solve problems problems
Use software to Use software to manipulate info.manipulate info.
Ethical Ethical useuse
Information is Information is power and power and property:property:
assess, respect, assess, respect, and maintain itand maintain it
Warlick, D.F. (2004). Redefining literacy for the 21st century. Worthington, OH: Linworth.
Ontario Model Ontario Model for Inquiry for Inquiry LearningLearning
Ontario School Library Association. (2010). Together for learning: School libraries and the emergence of the learning commons: A vision for the 21st century. Toronto: OSLA.
Inquiry Learning OutcomesInquiry Learning Outcomes
Inquiry Skills to Research Inquiry Skills to Research “Cocooning”: Civics“Cocooning”: Civics
Stage 1: ExploringStage 1: ExploringThe problem of no question:• What information are you looking for? Copying of facts leads
to patchwork information and no interpretation.• Problem with the notion of "knowledge telling" (Bereiter &
Scardamalia, 1985) that dominates broad inquiry tasks.
Bereiter, C. & Scardamalia, M. (1985). Cognitive coping strategiesand the problem of “inert knowledge”. In S. F. Chipman, J. W. Segal, &
R. Glaser (Eds.), Thinking and learning skills: Research and open questions (vol. 2, pp. 65-80). Hillsdale, NJ: Lawrence Erlbaum
Creating Good QuestionsCreating Good Questions
Activity: In one minute, brainstorm questions around cocooning. Use 5Ws prompts: who – what – when – where – why - how
How to sort and group questions?• Use Bloom’s if you want to focus on more critical thinking.• Great Question Press for ideas on re-stating questions.
Teaching Strategy: • Model process using think-aloud• Students brainstorm for questions in groups, sort, prioritize• Student applies to individual topic and gets peer feedback
Bloom’s Revised Taxonomy of Educational Objectives
Remember Understand Apply Analyze Evaluate Create
list summarize classify order rank combine
describe interpret experiment explain assess plan
outline illustrate calculate differentiate conclude compose
label paraphrase solve organize compare design
state explain relate interpret predict mash-up
identify demonstrate integrate hypothesize
Creating Good QuestionsCreating Good Questions
Stage 2: InvestigatingStage 2: Investigating
Where do you send students for information? An assignment should name appropriate reference types and students should be shown how to find them.
Teaching Strategy: • Work with teacher-librarian to introduce resources
appropriate to topics• TDSB website as model:
http://www.tdsb.on.ca/libraries/cat.asp?schoolNo=9• Knowledge Ontario databases for all Ontario schools• Video-streaming resource for all Ontario schools: Learn360
and Access Learning• Searching the Web: search methods: what would you teach?
Teaching Web SearchingTeaching Web Searching
Download web searching guide at Education Library
Use Google search lessons for sequential learning
Watch How Search Works in You Tube
Make concept map of resources on the web
Introduce Google Scholar, Google Books, Google Earth
Test all operators and compare searches on web and between resources.
Stage 3: ProcessingStage 3: ProcessingNotetaking: Think Literacy documents and handout on EL
website; understanding plagiarism – You Quote It, You Note It
Evaluation of sourcesSearch cocooning in Wikipedia and on the web.What methods would you use to evaluate results?
Organization of ideas: graphic organizers in SMART Ideas
Documentation of sourcesBibMe and Citation MachineCopyright
Evaluating WebsitesEvaluating Websites
• How to evaluate information? Meaning?• Select 3 websites and a create list of evaluation criteria.• Class creates evaluation checklist.• How to decide what are good criteria (purpose of the task –
what is good/useful information)• Test your criteria by ranking 5 sites.• In groups, take on specific role (author, bias, content) and
compare ranking of sites across groups.• Include criteria for inclusion on inquiry project.
Stage 4: CreatingStage 4: CreatingCreating: digital tools Your recommendations?
Assessment: diagnostic – formative – summative
Presenting: PowerPoint/Prezi does not offer evidence of critical thinking
Consider addition of annotated bibliography and interactive presentations
Sharing and Creative Commons
New Skills?New Skills?Draw a ring around what your existing concept map.
Add an outer layer showing what additional skills you would teach or how you would teach a skill differently.
Please leave the maps here.
Inquiry in the Future?Inquiry in the Future?What will inquiry look like in the future? The medium is the message? The machine is us. The message is us.
Advertised: World-wide information and collaboration.We can be experts in everything.
Reality: Multimodal texts where everyone is an author.Cognitive demands need to be recognized by teachers and students.
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