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OER4Schools/Introduction to enquiry based learning: Difference between revisions
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''Seymour Papert, MIT'' | ''Seymour Papert, MIT'' | ||
= Review of homework = | = Review of homework = | ||
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* Did you find that the use of the assessment inventory helped you to reflect on how you have made use of AfL in your classroom? How? | * Did you find that the use of the assessment inventory helped you to reflect on how you have made use of AfL in your classroom? How? | ||
* What techniques did you try out to maintain an effective pace in your lesson? Did you find that your lesson was still over or under-running? Why was that? | * What techniques did you try out to maintain an effective pace in your lesson? Did you find that your lesson was still over or under-running? Why was that? | ||
* How did your students respond to the sequencing activity on the computers (if you have tried it out)? Were there any difficulties in using it? How would you prepare better the next time? | * How did your students respond to the sequencing activity on the computers (if you have tried it out)? Were there any difficulties in using it? How would you prepare better the next time? | ||
* Were there any challenges in preparing your portfolio? | * Were there any challenges in preparing your portfolio? | ||
= Objectives for this session = | = Objectives for this session = | ||
In the next four sessions, 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 the next four sessions, 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. | ||
The objectives for this session are to | The objectives for this session are to | ||
* learn about the aims and process of enquiry-based learning | * learn about the aims and process of enquiry-based learning | ||
* help participants to start preparing for enquiry-based learning through a series of lessons, a ‘project day’ or ‘field trip’ for their mathematics or science classes. | * help participants to start preparing for enquiry-based learning through a series of lessons, a ‘project day’ or ‘field trip’ for their mathematics or science classes. | ||
Resources needed for this session: | Resources needed for this session: | ||
* 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. | ||
{{ednote|text= | {{ednote|text= | ||
By now the facilitator should appreciate the importance of pacing each session well by making good use of time-management techniques. This unit, like many of the others, will involve participants in many discussion, hands-on and planning activities. You may need to intervene and move things on if participants are spending too much time on an activity (in relation to the time you have available). Or you may decide that they can benefit from continuing an activity longer than anticipated, if you judge that most/all participants are still gaining new knowledge/experience from that activity. Please take note of our recommendations about whether each activity is crucial or optional. This should help you to decide on whether to spend more or less time on it. | By now the facilitator should appreciate the importance of pacing each session well by making good use of time-management techniques. This unit, like many of the others, will involve participants in many discussion, hands-on and planning activities. You may need to intervene and move things on if participants are spending too much time on an activity (in relation to the time you have available). Or you may decide that they can benefit from continuing an activity longer than anticipated, if you judge that most/all participants are still gaining new knowledge/experience from that activity. Please take note of our recommendations about whether each activity is crucial or optional. This should help you to decide on whether to spend more or less time on it. | ||
}} | }} | ||
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{{ednote|text= | {{ednote|text= | ||
Facilitator may like to highlight that there is a spectrum of practices of enquiry-based learning: from one that is very teacher-directed (teacher chooses the questions and organises the activities) to one that is more student-directed (teachers provides only a stimulus picture and students decide what more they would like to find out. If there is time, ask participants to discuss what would be the most appropriate form of enquiry-based learning for their classrooms currently. Most likely it will be the former rather than the latter - which is fine to start with! | Facilitator may like to highlight that there is a spectrum of practices of enquiry-based learning: from one that is very teacher-directed (teacher chooses the questions and organises the activities) to one that is more student-directed (teachers provides only a stimulus picture and students decide what more they would like to find out. If there is time, ask participants to discuss what would be the most appropriate form of enquiry-based learning for their classrooms currently. Most likely it will be the former rather than the latter - which is fine to start with! | ||
}} | }} | ||
{{activity|Whole group discussion}} Continue the whole group discussion, augmenting the definition of enquiry-based learning to make it your own. | {{activity|Whole group discussion}} Continue the whole group discussion, augmenting the definition of enquiry-based learning to make it your own. | ||
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{{background|text= | {{background|text= | ||
'''Enquiry-based learning helps ''students'' to be:''' | '''Enquiry-based learning helps ''students'' to be:''' | ||
* inquisitive and curious about things that they experience in their everyday lives | * inquisitive and curious about things that they experience in their everyday lives | ||
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(Taken from: http://www.enquiringminds.org.uk/) | (Taken from: http://www.enquiringminds.org.uk/) | ||
'''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://www.brookes.ac.uk/schools/education/rescon/azsttp.html | (Taken from “Bright Ideas in Primary Science” evaluation in 16 schools: http://www.brookes.ac.uk/schools/education/rescon/azsttp.html | ||
}} | }} | ||
{{activity|Whole Group Discussion}} The benefits of enquiry have been outlined but what are the issues or concerns that might arise? How can these be addressed? | {{activity|Whole Group Discussion}} 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= | ||
The facilitator should make use of the opportunity to discuss with the participants what are some challenges in making use of enquiry-based learning. It may be the case that some participants would choose to focus on the negatives - lack of suitable venues, managing students, lack of time, unwilling to plan for lessons that will span across days. It will be helpful to discuss their concerns while at the same time to direct their attentions to the possibilities and strengths of enquiry-based learning | |||
}} | |||
= Planning an outdoor activity = | |||
{{activity|Small Group Work}} Each group of 3-4 participants should have access to the following material: | {{activity|Small Group Work}} Each group of 3-4 participants should have access to the following material: | ||
* large white piece of paper | * large white piece of paper | ||
* different colours of markers or coloured pens | * different colours of markers or coloured pens | ||
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Nominate a leader in your group who will read out the instructions and facilitate the group work by writing down the ideas on the sheet of white paper. | Nominate a leader in your group who will read out the instructions and facilitate the group work by writing down the ideas on the sheet of white paper. | ||
== Identify Possible Objectives == | |||
Take a coloured marker/pen and write "Objectives of Field Trip" in the center 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. | Take a coloured marker/pen and write "Objectives of Field Trip" in the center 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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== Identify Possible Sites of Learning == | == Identify Possible Sites of Learning == | ||
Use a different colour marker/pen and draw a bigger circle around the previous circle. Write down “Where to go?” at the top of the circle. Brainstorm and write down within the bigger circle, '''where are the possible sites '''you could bring your students to learn about the maths/science concepts outside the classroom. You may need to consider the practical issues of whether the site is safe for the students and whether it is easy to bring a class of students to that particular venue. (You can choose the school grounds if you want or it may in fact take place just within your classroom!) Also, consider whether the sites will be able to help students learn the objectives of your lessons. | Use a different colour marker/pen and draw a bigger circle around the previous circle. Write down “Where to go?” at the top of the circle. Brainstorm and write down within the bigger circle, '''where are the possible sites '''you could bring your students to learn about the maths/science concepts outside the classroom. You may need to consider the practical issues of whether the site is safe for the students and whether it is easy to bring a class of students to that particular venue. (You can choose the school grounds if you want or it may in fact take place just within your classroom!) Also, consider whether the sites will be able to help students learn the objectives of your lessons. | ||
[[Image:Unit5.1IntroductiontoEnquiryBasedLearning.2.png]] | [[Image:Unit5.1IntroductiontoEnquiryBasedLearning.2.png]] | ||
== Advancing Ideas of Possible Activities == | == Advancing Ideas of Possible Activities == | ||
Draw a rectangle around the previous shapes (outside the outer circle) using a different coloured marker/pen. As shown in the illustration, brainstorm and write down within the rectangle, '''what can we do at the various sites? '''Again, consider the safety and convenience issues, and whether the activities can actually serve to help students achieve the learning objectives (or whether the classroom will be actually be much better!) | Draw a rectangle around the previous shapes (outside the outer circle) using a different coloured marker/pen. As shown in the illustration, brainstorm and write down within the rectangle, '''what can we do at the various sites? '''Again, consider the safety and convenience issues, and whether the activities can actually serve to help students achieve the learning objectives (or whether the classroom will be actually be much better!) | ||
[[Image:Unit5.1IntroductiontoEnquiryBasedLearning.1.png]] | [[Image:Unit5.1IntroductiontoEnquiryBasedLearning.1.png]] | ||
== Mapping and Presentation of Possible Ideas == | == Mapping and Presentation of Possible Ideas == | ||
Try to follow the different paths of ideas by connecting the ideas in different logical ways: | Try to follow the different paths of ideas by connecting the ideas in different logical ways: | ||
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! | ||
{{ednote|text= | {{ednote|text= | ||
The facilitator should highlight to the participants that they themselves have gone through a structured enquiry-based activity in a group setting, to help them find out about the possible ways to organise a field trip for their students. | The facilitator should highlight to the participants that they themselves have gone through a structured enquiry-based activity in a group setting, to help them find out about the possible ways to organise a field trip for their students. | ||
Compare the activities that were developed. Are those actually enquiry-based activities or do they have the potential to become them? Are the questions sufficiently open-ended and rich? Which of the other features of enquiry that we have identified do they have? If none, why? If so, ask them to consider why they think this is an enquiry-based learning activity? | Compare the activities that were developed. Are those actually enquiry-based activities or do they have the potential to become them? Are the questions sufficiently open-ended and rich? Which of the other features of enquiry that we have identified do they have? If none, why? If so, ask them to consider why they think this is an enquiry-based learning activity? | ||
How possible would it be for their students to make use of enquiry-based learning? Do they think that such a method of learning will be well-received by the students and their parents? }} | How possible would it be for their students to make use of enquiry-based learning? Do they think that such a method of learning will be well-received by the students and their parents? }} | ||
= Making use of ICT in Enquiry-Based Learning = | = Making use of ICT in Enquiry-Based Learning = | ||
{{ednote|text= | {{ednote|text= | ||
You may want to limit the time spent on these tasks spent within the workshop. You could interrupt, say after 20 minutes, to discuss the homework. However, if there is time after the workshops, participants could always return to these activities. It is essential to allow time to introduce the homework before the session ends. | You may want to limit the time spent on these tasks spent within the workshop. You could interrupt, say after 20 minutes, to discuss the homework. However, if there is time after the workshops, participants could always return to these activities. It is essential to allow time to introduce the homework before the session ends. | ||
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| 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. | ||
