OER4Schools/Introduction to enquiry based learning: Difference between revisions

'''Seymour Papert, MIT'''

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* large white piece of paper

* different colours of markers or coloured pens

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'''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.''

'''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? =

# 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?

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?'

Later on, she does the following demonstration:

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.

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= Benefits of Enquiry-Based Learning =

'''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.

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= Planning an outdoor activity =

{{activity|stgw|10}} Each group of 3-4 participants should have access to the following material:

* large white piece of paper

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”.

== Identify Possible Objectives ==

[[Image:Unit5.1IntroductiontoEnquiryBasedLearning.1.png]]

{{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.  

{{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).

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''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?''

''Examples:''