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{{OER4S | {{OER4S | ||
|title= | |title=Introduction to enquiry-based learning | ||
|session=5.1 | |session=5.1 | ||
}} | }} | ||
''Seymour Papert, MIT'' | ''<nowiki>"'</nowiki>'''You can't teach people everything they need to know. The best you can do is position them where they can find what they need to know when they need to know it."''''' | ||
'''Seymour Papert, MIT''' | |||
{{OER4SchoolsWSInfo | {{OER4SchoolsWSInfo | ||
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* De Bono's PMI (positive/minus/interesting) technique to encourage analytical thinking | * De Bono's PMI (positive/minus/interesting) technique to encourage analytical thinking | ||
* the aims and process of enquiry-based learning | * the aims and process of enquiry-based learning | ||
* preparing for enquiry-based learning through a series of lessons | * preparing for enquiry-based learning through a series of lessons and a ‘project day’ or ‘field trip’ for mathematics or science classes | ||
|success criteria={{ OER4SchoolsWSInfo/criteria intro}} | |success criteria={{ OER4SchoolsWSInfo/criteria intro}} | ||
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|ict={{ OER4SchoolsWSInfo/ICT intro}} | |ict={{ OER4SchoolsWSInfo/ICT intro}} | ||
* | * online simulations | ||
* how to use these in the context of EBL | |||
|resources= | |resources= | ||
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* large white piece of paper | * large white piece of paper | ||
* different colours of markers or coloured pens | * different colours of markers or coloured pens | ||
* computer/laptop/netbook and internet | * computer/laptop/netbook and internet | ||
}} | }} | ||
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In this unit we will explore a way of teaching and learning that encourages students to take the initiative to pose questions and explore their curiosity about the world around them, through a process of enquiry. | In this unit we will explore a way of teaching and learning that encourages students to take the initiative to pose questions and explore their curiosity about the world around them, through a process of enquiry. | ||
{{activity|wcd|: Positives, Minuses, Interesting|5}} In this | |||
[[image: Martha 1.jpg|400px]] | |||
{{activity|wcd|: Positives, Minuses, Interesting.|5}} In this {{activitytag|Positives, Minuses, Interesting (PMI)}} activity there are no correct answers. Doing a PMI activity involves considering the positive, negative and interesting points related to a specific scenario. It was originally developed by Edward de Bono, father of the “thinking skills” movement. It encourages learners to look at both sides of a situation and also to be creative when considering the interesting possibilities. | |||
Consider the following imaginary scenario: '''Plants can now walk in our world!''' | Consider the following imaginary scenario: '''Plants can now walk in our world!''' | ||
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* P (positives): the plant could move to where there is more light or water | * P (positives): the plant could move to where there is more light or water | ||
* M (minusses): the plant would waste energy by moving | * M (minusses): the plant would waste energy by moving | ||
* I (interesting): | * I (interesting): we have to be sensitive and aware of plants walking on the roads and in our houses - there is a huge potential for creativity here as students explore the outrageous possibility of having plants walking around and the consequences that this may bring | ||
For further examples, navigate to: | For further examples, navigate to: | ||
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}} | }} | ||
{{activity|wcd| on enquiry-based learning|10}} You may have heard of “enquiry-based learning” (EBL) being practised in other subjects (e.g. geography) or in higher grades through farming or industry projects. For instance, you may have heard of teachers bringing their students outside the classroom to learn about commercial and subsistence farming. The quotes below | {{activity|wcd| on enquiry-based learning.|10}} You may have heard of “enquiry-based learning” (EBL) being practised in other subjects (e.g. geography) or in higher grades through farming or industry projects. For instance, you may have heard of teachers bringing their students outside the classroom to learn about commercial and subsistence farming. The quotes below show two Zambian teacher's thoughts about enquiry-based learning; read the text, then offer your own understanding of EBL as a group. | ||
{{speechbubbleleft|text= | |||
'''Abel:''' ''To me, Enquiry-based learning is a flexible, student-centred method of teaching and learning. It engages learners with a complex problem or scenario that is open-ended to allow a variety of responses or solutions. Its success depends on the guidelines teachers give about how students can be involved in self-directed enquiry. This way of teaching caters to different abilities of students and encourages them to learn on their own, even beyond schooling. This is what life-long learning should be. It may also help students to develop leadership skills as they manage complex projects with their friends.'' | |||
}} | |||
{{speechbubbleright|text= | |||
'''Agness:''' ''Enquiry-based learning reminds me of projects focusing on industry or farming, where a teacher can take the learners out of the classroom to experience and analyse the actual farming process, what vegetables are grown within the area or how cotton is processed into a fabric and then designed into a dress. Such a form of learning is stimulating for the students and encourages them to be actively involved in asking questions and seeking out new ideas or evidence.'' | '''Agness:''' ''Enquiry-based learning reminds me of projects focusing on industry or farming, where a teacher can take the learners out of the classroom to experience and analyse the actual farming process, what vegetables are grown within the area or how cotton is processed into a fabric and then designed into a dress. Such a form of learning is stimulating for the students and encourages them to be actively involved in asking questions and seeking out new ideas or evidence.'' | ||
}} | |||
= What is Enquiry-Based Learning? = | = What is Enquiry-Based Learning? = | ||
{{activity|otr| | {{activity|otr| Video and discussion.|20}} Watch the following six clips showing three different teachers trying to introduce some form of enquiry in the classroom. Think about these questions as you are watching and discuss them when you have finished watching all of the clips: | ||
# Did the three different teachers introduce the lesson in a way that is similar or different from a usual maths or science lesson in your classroom? How? | # Did the three different teachers introduce the lesson in a way that is similar or different from a usual maths or science lesson in your classroom? How? | ||
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# What questions did the teachers pose to arouse the curiosity and interest of the students? | # What questions did the teachers pose to arouse the curiosity and interest of the students? | ||
# What kinds of classroom organisation or resource are needed to support this way of teaching? | # What kinds of classroom organisation or resource are needed to support this way of teaching? | ||
# What new skills do you think your students might need to enable them to work in this way? | |||
Try to focus on these specific questions above rather than on the teaching style of the teacher (e.g. the classroom management/mannerism)! | Try to focus on these specific questions above rather than on the teaching style of the teacher (e.g. the classroom management/mannerism)! | ||
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{{: Video/Pindi_exponentials_2.4-21.m4v }} | {{: Video/Pindi_exponentials_2.4-21.m4v }} | ||
These clips show Pindi introducing a problem involving exponentials and | These four clips show Pindi introducing a problem involving exponentials and then taking the students to the school hall to draw the graph. Why do you think they went to the school hall? | ||
'''Teacher 3/Clip 6: How can we learn mathematics through using used plastic bottles for building a house?''' | '''Teacher 3/Clip 6: How can we learn mathematics through using used plastic bottles for building a house?''' | ||
{{: Video/The_impact_of_inquiry_based_learning_on_students_and_teacher.mp4 }} | {{: Video/The_impact_of_inquiry_based_learning_on_students_and_teacher.mp4 }} | ||
'''Additional video clips of ways to introduce EBL lessons''' | |||
The previous video-watching activity could be run as a group activity rather than a whole class one, with groups watching different videos and reporting back their thoughts on them along with an outline of their contents. These additional clips could then be used to augment the previous clips. The clips may also be useful during private reflection after the session to give additional insights into how to start off an enquiry, with participants bearing the questions in mind. | |||
'''Teacher 4/Clips 7 and 8''' | |||
These clips show a Zambian teacher introducing the topic of air with a view to doing various enquiry-based learning activities with the students. In the clips she is arousing their curiosity by asking, 'Why do trees shake?' | |||
{{: Video/Agness_Air_A02.m4v }} | |||
{{: Video/Agness_Air_A03.m4v }} | |||
Later on, she does the following demonstration: | |||
{{: Video/Agness_Air_A08.m4v }} | |||
There are a number of different enquiry questions that could be asked using the 'jar over a lit candle' demonstration as a starting point. Have a think about what some of these might be. | |||
{{ednote|text= | {{ednote|text= | ||
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}} | }} | ||
{{activity|wcd| - continuation of previous discussion|10}} Continue the whole group discussion, augmenting the definition of enquiry-based learning to make it your own. | {{activity|wcd| - continuation of previous discussion|10}}. Continue the whole group discussion, augmenting the definition of enquiry-based learning to make it your own. | ||
= Benefits of Enquiry-Based Learning = | = Benefits of Enquiry-Based Learning = | ||
{{activity|otr| on benefits of EBL|10}} Read the following summary texts on the benefits of EBL and think about whether you are convinced by the claims of the authors? Make notes or annotations on the page if you have a paper copy and want to do so. | {{activity|otr| on benefits of EBL.|10}} Read the following summary texts on the benefits of EBL and think about whether you are convinced by the claims of the authors? Make notes or annotations on the page if you have a paper copy and want to do so. | ||
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'''Impact on learning.''' Enquiry-based teaching and learning have been shown to '''increase motivation and interest '''of learners and teachers, and can '''significantly''' '''increase achievement on standardised tests'''. The increased focus required of the learners to discuss and be involved in practical work means that there will be less emphasis on writing down factual information only. On the whole, students will be involved in more higher order thinking and this increases the level of challenge of learning for all the learners. | '''Impact on learning.''' Enquiry-based teaching and learning have been shown to '''increase motivation and interest '''of learners and teachers, and can '''significantly''' '''increase achievement on standardised tests'''. The increased focus required of the learners to discuss and be involved in practical work means that there will be less emphasis on writing down factual information only. On the whole, students will be involved in more higher order thinking and this increases the level of challenge of learning for all the learners. | ||
(Taken from “Bright Ideas in Primary Science” evaluation in 16 schools: http:// | (Taken from “Bright Ideas in Primary Science” evaluation in 16 schools: http://cs3.brookes.ac.uk/schools/education/rescon/azsttp.html | ||
}} | }} | ||
{{activity|wcd| on issues and concerns on EBL|10}} The benefits of enquiry have been outlined but what are the '''issues or concerns''' that might arise? How can these be addressed? | {{activity|wcd| on issues and concerns on EBL.|10}} The benefits of enquiry have been outlined but what are the '''issues or concerns''' that might arise? How can these be addressed? | ||
{{ednote|text= | {{ednote|text= | ||
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= Planning an outdoor activity = | = Planning an outdoor activity = | ||
<center> | |||
[[file: fieldtrip3.jpeg|300px]] [[file: fieldtrip2.jpeg|300px]] | |||
</center> | |||
[[Image: fieldtrip1.jpeg|200px|thumb]] | |||
{{activity|stgw|10}} Each group of 3-4 participants should have access to the following material: | {{activity|stgw|10}} Each group of 3-4 participants should have access to the following material: | ||
* large white piece of paper | * large white piece of paper | ||
* different | * different coloured markers/pens | ||
Imagine that you are very interested in bringing your students outside the classroom to learn certain maths or science concepts using an authentic ‘real-life’ approach. Up to now, the ideas have just been ‘lingering’ in your mind. You are curious to know of the possibilities and what other participants think about it! Let’s call this learning experience a “field trip” or “project day”. | Imagine that you are very interested in bringing your students outside the classroom to learn certain maths or science concepts using an authentic ‘real-life’ approach. Up to now, the ideas have just been ‘lingering’ in your mind. You are curious to know of the possibilities and what other participants think about it! Let’s call this learning experience a “field trip” or “project day”. | ||
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== Identify Possible Objectives == | == Identify Possible Objectives == | ||
Take a coloured marker/pen and write "Objectives of Field Trip" in the | Take a coloured marker/pen and write "Objectives of Field Trip" in the centre of the paper. Now circle it, as shown in the illustration below. Brainstorm on '''one or two maths and science topics''' that you would like to focus on and write within the circle. Write down as well '''what are the possible lesson objectives''' of the field trip – to help all of you to focus on generating more ideas later. | ||
[[Image:Unit5.1IntroductiontoEnquiryBasedLearning.1.png]] | [[Image:Unit5.1IntroductiontoEnquiryBasedLearning.1.png]] | ||
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On our field trip which I intend to help the students to learn ___________ (topic and objective of field trip?), we could bring the students to ___________ (where to go?) where we can ______________ (do what?). | On our field trip which I intend to help the students to learn ___________ (topic and objective of field trip?), we could bring the students to ___________ (where to go?) where we can ______________ (do what?). | ||
In your group try to come up with as many different ideas as possible and decide on '''what are the ideas '''that you feel would be most workable/not so workable. State your reasons for saying so. Identify some resources that you will need to prepare for the field trip. | In your group, try to come up with as many different ideas as possible and decide on '''what are the ideas '''that you feel would be most workable/not so workable. State your reasons for saying so. Identify some resources that you will need to prepare for the field trip. | ||
Present your outcomes to the rest of the participants. It will be helpful to be '''as specific as possible '''so for instance, “a lesson on a science topic on plants in the school field outside the classroom for students to explore the plants there” will be much too vague! | Present your outcomes to the rest of the participants. It will be helpful to be '''as specific as possible '''so for instance, “a lesson on a science topic on plants in the school field outside the classroom for students to explore the plants there” will be much too vague! | ||
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= ICT practice: Making use of ICT in Enquiry-Based Learning = | = ICT practice: Making use of ICT in Enquiry-Based Learning = | ||
{{:OER4Schools/ICT/include}} | |||
{{ | |||
= {{Name for connecting with overarching goals}} = | = {{Name for connecting with overarching goals}} = | ||
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{{activity|Agreeing follow up activities|5}} | {{activity|Agreeing follow up activities|5}} | ||
{{fup|1}} '''PORTFOLIO.''' Continue collecting evidence for your OER4Schools portfolio by keeping track of your planning and implementation of an enquiry project, and reflecting on what you are learning as you go through the unit. Collect paper/electronic documents to show the whole process, beginning in this workshop session and throughout Unit 5. Please include copies (e.g. photographs/photocopies) of student work throughout the stages they go through (not just finished outcomes). Your reflections can be oral using the dictaphone, you don't need to write them out, but please remember to include challenges you faced as well as benefits of new approaches you trialled. | |||
''' | As we are nearing the end of the year’s programme, we would also like to return to the ''''<nowiki>most significant change'</nowiki>''' technique and ask you to use your portfolio to create a story illustrating the biggest change you feel you have made in your thinking and practice over the year. | ||
{{fup|2}} Start planning for an enquiry-based ‘project day’ or ‘field trip’ for your own classroom and share your ideas in the next session. The questions (similar to the small group activity just now) below should be a useful starting point for your planning. Remember that the project or field trip should allow the students to explore an enquiry idea in some depth (and not just answer some closed and surface questions). | |||
# What is a suitable topic for the grade(s) of your students? | # What is a suitable topic for the grade(s) of your students? | ||
# What are suitable lesson objectives/success criteria? | # What are suitable lesson objectives/success criteria? | ||
# Where would be a suitable venue for the event? | # Where would be a suitable venue for the event? | ||
# What kind of overall enquiry question or task could you pose? Can you phrase some further sample questions that ask learners what they know/think about some aspects of your chosen topic? What might they then like to know/find out? (Remember what ‘open-ended’ and ‘deep’ questions are (see | # What kind of overall enquiry question or task could you pose? Can you phrase some further sample questions that ask learners what they know/think about some aspects of your chosen topic? What might they then like to know/find out? (Remember what ‘open-ended’ and ‘deep’ questions are (see [[OER4Schools/Whole_class_dialogue_and_effective_questioning|Unit 2 on questioning]] and table below). | ||
As your planning progresses, consider how you think your enquiry project might be extended to do this. | |||
# Can you make use of the OpenOffice spreadsheet to create a database on the possible resources that you require for such an event? | |||
# Consider also what are some administrative requirements you need to attend to to organise such an event (e.g. Do you need permission from an authority/parents? Do you need to invite a specialist speaker to talk about the topic?) | |||
{{fup|3}} Complete the ICT tutorials. Consider and be ready to share in the next session how the OpenOffice spreadsheet and/or GeoGebra can be a useful tool for enquiry-based lessons. | |||
{{setting of follow up}} | |||
= Additional reading for part 2 of the follow-up activities = | |||
'''Guiding questions to help you plan an enquiry task''' | '''Guiding questions to help you plan an enquiry task''' | ||
{| style="border-spacing:0;" | {| style="border-spacing:0;" | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''‘Open-ended’ Questions''' | | style="border:0.035cm solid #000000;padding:0.176cm;" | '''‘Open-ended’ Questions''' | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''‘Deep’ Questions''' | | style="border:0.035cm solid #000000;padding:0.176cm;" | '''‘Deep’ Questions''' | ||
|- | |- | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| Questions have many answers. | | style="border:0.035cm solid #000000;padding:0.176cm;" | Questions have many answers. | ||
''Examples: '' | ''Examples: '' | ||
''What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers of plants? Suggest ways to prevent spread of malaria in your community?'' | ''What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers of plants? Suggest ways to prevent spread of malaria in your community?'' | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| Questions elicit relations between ideas and extended ideas. | | style="border:0.035cm solid #000000;padding:0.176cm;" | Questions elicit relations between ideas and extended ideas. | ||
''Examples:'' | ''Examples:'' | ||
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# Creation – students should: design; create; arrange; organise; construct. | # Creation – students should: design; create; arrange; organise; construct. | ||
On this scale, knowledge is the lowest-order thinking skill and creation is the highest. Enquiry-based learning aims to help students learn to analyse, evaluate and create. | On this scale, knowledge is the lowest-order thinking skill and creation is the highest. Enquiry-based learning aims to help students learn to analyse, evaluate and create. | ||
= Acknowledgements = | = Acknowledgements = | ||
