Active Learning and InquiryBased Teaching Strategies

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Active Learning andInquiry-Based Teaching
Strategies

• Lynda Paznokas
• Associate Dean for School and Community
  Collaboration
• Boeing Distinguished Professor of Science
  Education

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Lynda and Skip PaznokasPullman, Washington USA
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I Hear and I Forget,I See and I Remember,I Do
and I UnderstandChinese Proverb
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CONFIRMATIONLevel 1 Inquiry

• Students given problem, procedure,
• and outcome.
• A concept or principle is presented and the
  student performs some exercise to confirm it.
• The student knows what is supposed to happen and
  the procedure has been carefully outlined for the
  student to follow.
• NOTE Some people do not consider
• this inquiry.
• Realize that it is a very beginning approach
• to inquiry for students.

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STRUCTURED INQUIRYLevel 2 Inquiry

• Students given problem and procedure,
• but not outcome.
• The student is presented with a problem but does
  not know the results beforehand.
• Procedures are outlined.
• Selection of activities and materials is
• structured to enable the student to
• discover relationships and to
• generalize from data collected.

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GUIDED INQUIRYLevel 3 Inquiry

• Students given problem but
• not procedure nor outcome
• Only the problem to investigate is given to the
  student.
• The students direct their own procedures and
  methods of collecting data from which concepts or
  principles are discovered and generalized.

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OPEN INQUIRYLevel 4 Inquiry

• Students determine their own
• problem, procedure, and outcome.
• The student formulates both the problem and the
  procedure for solving the problem, interprets the
  data, and arrives at conclusions.

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Adjust a lesson to be more inquiry-based
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Japanese Lesson Study

• Lesson Study is an ongoing, collaborative,
  professional development process that was
  developed in Japan.
• Many teachers in the U.S. and Canada are
  interested in the process to help them improve
  their teaching and their students achievement.
• Lesson Study involves a group of teachers working
  together on a broad goal and developing lesson
  plans that are observed, analyzed, and revised.

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Lesson Study Process

• Choose a research theme (Example determine how
  to increase independent thinking in students in
  math)
• Focus the research (set a goal)
• Create the lesson (select a lesson and follow an
  established lesson plan template)
• Teach and observe the lesson (lesson is taught by
  a member of the group and observed by the other
  members. Focus is on students thinking not on
  the teachers abilities.)
• Discuss the lesson (group discusses on same day)
• Revise the lesson (revise based on observations
  and analysis another member of the group teaches
  the lesson process of observation, discussion,
  and revision repeats)
• Document the findings (group outlines what was
  learned)

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Lesson Study Cycle

• For more information
• http//www.tc.columbia.edu/lessonstudy/
• Columbia Universitys Teachers College Lesson
  Study Research Group

• Review
• Set Goals?
• Analyze and Plan?
• Teach and Observe?
• Discuss and Revise?
• Teach and Observe?
• Discuss and Revise?
• Report on Goals

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The Big Six Guide to Information Problem Solving

• The Big Six is an information literacy
  curriculum, an information problem solving
  process, and a set of skills that provide a
  strategy for effectively and efficiently meeting
  information needs.
• The Big Six skills approach can be used whenever
  students are in a situation, academic or
  personal, which requires information to solve a
  problem, make a decision, or complete a task.

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Information Literacy - Science Focus

• In this age of tabloid news and easy internet
  access, students must be savvy information
  consumers. They need to be aware that not all the
  reports they see may be accurate or
  factual.Instead of unquestioningly accepting the
  reliability of what they read, see, and hear,
  they have the skills to test the veracity of the
  information themselves. They are aware that it is
  their responsibility to consider the reliability
  of the source, question the accuracy of the
  information, and confirm for themselves any news
  item that seems suspect. A reading public with
  these skills will be well-informed,
  scientifically literate, and discerning consumers
  of the media.
• Caracungan, C. Kelly, S. (2002). The truth
  behind the tabloids. Science Scope, 27. 8-11.

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Big Six Skills

• 1. Task Definition
• What needs to be done?
• What is expected from the assignment
• 2. Information Seeking Strategies
• What sources can I use? Once you know whats
  expected of you, you need to identify the sources
  you need to solve the task.
• This step is thinking about the sources, not
  actually finding the sources yet.

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Big Six Skills

• Location and Access
• Where can I find those sources? You must find
  potentially useful sources.
• This is the implementation of Information Seeking
  Strategies - 2.
• Use of Information
• What can I use from these sources?
• What do I have to do with the information?

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Big Six Skills

• 5. Synthesis
• What can I make to finish the job?
• Repackage the information to meet the
  requirements of the assignment. What product does
  the assignment require?
• Produce personally designed products to
  communicate content.
• 6. Evaluation
• How will I know I did my job well?
• Did I do what I was suppose to do?

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Exasperating presentations
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Presentations that are a privilege to attend
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Adults Learn Best When

• They have input into the selection of the content
  and even development of the learning experiences
• The learning is connected to the vast background
  of knowledge and experience that the adult brings
  to the table
• The learning is both received and processed in
  more than one way
• The learning is collegial and directed at solving
  specific job-related problems
• They have ample opportunity to reflect on the
  implementation of new competencies

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Brainstorming and DiscussionStrategy 1

• Dialogue enables adults to achieve deeper meaning
  and understanding because they can utilize the
  skills of inquiry, reflection, and exploration.
• Example Participants are given a question to
  which there may be multiple answers. They
  brainstorm to generate multiple ideas.

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Drawing and ArtworkStrategy 2

• Expressing oneself artistically has extreme value
  for total cognitive and personal development.
• Example Participants illustrate the meanings of
  specific concepts of content-area vocabulary to
  facilitate retention.

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Field TripsStrategy 3

• Critical thinking skills can be improved by
  getting participants out of the classroom and
  into the real world.
• Example Virtual field trips can provide many of
  the same cognitive and affective benefits as an
  actual field trip. Participants view a distance
  learning telecast concerning a particular course
  objective.

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GamesStrategy 4

• Appropriate games facilitate problem solving,
  cooperation, movement, and even self-discovery.
• Example Construct a facsimile of Jeopardy! By
  selecting important facts related to the
  objectives of the course.

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Graphic OrganizersStrategy 5

• Graphic organizers can be referred to as power
  pictures because they paint important pictures on
  the brain.
• Examples Venn diagrams, web organizers, pie
  charts, sequence charts, etc.
• Participants could use a Venn diagram
• (2 interlocking circles) anytime two parallel
  concepts are being compared or contrasted.

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Humor and CelebrationStrategy 6

• Humor enlivens participants, reduces tension, and
  increases productivity and creativity.
• Example Reinforce a concept to be taught by
  locating or creating cartoons, riddles, or jokes
  and integrating them into instruction.

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Manipulatives and ModelsStrategy 7

• The most effective teaching techniques for
  increasing intelligence unite both mind and body.
• Example Participants demonstrate tactically
  their agreement or disagreement with an answer or
  their levels of understanding for an answer by
  doing one of the following
• Thumbs up agree Thumbs down dont
  agree
• Five fingers completely understand One
  finger Dont understand

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Metaphors, Analogies, and SimilesStrategy 8

• Metaphors are a natural way for the brain to
  construct new knowledge and acquire meaning.
• Example Participants write metaphors that
  symbolize their understanding of two unrelated
  concepts. They explain the relationship between
  the two concepts to a partner.
• The brain is a computer. Participants describe
  the similarities between the human brain and a
  computer.
• (e.g. both have ways to access long-term memory)

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Mnemonic DevicesStrategy 9

• People are better at applying factual information
  when they acquire that information through
  mnemonic strategies. (brain short cuts)
• Example Participants work individually or in
  cooperative groups to create their own mnemonic
  devices such as the order of the planets My Very
  Educated Mother Just Served Us Nine Pizzas.

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MovementStrategy 10

• Movement places knowledge at multiple addresses
  in the brain.
• Example In a Carousel activity, one topic
  (related to a bigger theme that is being taught)
  is written on 4 posters and placed at 4 locations
  in the room. Divide participants into 4 groups.
  Each group moves to a different poster, appoints
  a recorder, and is given 2 minutes to brainstorm
  as many things as they can remember about the
  topic on that poster. After 2 minutes, groups
  move clockwise to the next poser and add to the
  content already written. The carousel ends when
  each group has responded to all 4 posters.

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Music, Rhythm, Rhyme, and RapStrategy 11

• Music connects multiple brain sites by activating
  and synchronizing neurons firing patterns.
• Example Play appropriate classical, jazz, or
  another type of calming music as participants
  enter the classroom. Music will help to establish
  a supportive environment and assist participants
  in relaxing and reading themselves for the
  upcoming instruction.

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Project- and Problem-Based InstructionStrategy 12

• People retain and apply information in meaningful
  ways when that information is connected to
  real-life experiences.
• Example Following a workshop or course segment,
  assign a follow-up project through which
  participants can implement the concepts learned
  during instruction.

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Reciprocal Teaching, Cooperative Learning, and
Peer CoachingStrategy 13

• Cooperative learning, rather than lecture,
  enables students to gain insights from one
  another, broaden high-level reasoning, and become
  a nation of student who think.
• Example Each participant turns to a close
  partner and reteaches a concept that the teacher
  has just presented or provides a summary of the
  key points in a class discussion.

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COOPERATIVE LEARNINGAlthough programs vary
slightly, three rules are generally in operation
when students are working cooperatively

• You are responsible for your own work and
  behavior
• You must be willing to help any group member who
  asks
• You may ask for help from the teacher only when
  everyone in your group has the same question

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Role-Plays, Drama, Pantomimes, and
CharadesStrategy 14

• When learners take on multiple roles, learning is
  integrated and therefore enhanced.
• Example Participants work in groups to write
  and present an impromptu television commercial
  regarding information learned in class. The goal
  of the commercial is to persuade the audience to
  purchase a service or buy the information
  presented.

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StorytellingStrategy 15

• Information is tied in our memories to the
  scripts that stories provide.
• Activity Create stories throughout the course
  that teach pertinent concepts or ideas that you
  want participants to remember. These stories
  preferably should derive from your personal
  experiences so that you can be sure your
  participants have not previously heard the story.

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TechnologyStrategy 16

• A curriculum that is technologically based is
  more complex, visual, specific, global, and
  interactive.
• On-ling learning should be used to enhance
  face-to-face learning. There is no virtual
  learning miracle that will eradicate the need for
  people
• Example Establish electronic learning teams
  that give participants opportunities to discuss
  pertinent issues, share experiences, or provide
  coaching to one another.

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VisualizationStrategy 17

• Visualization improves our ability to problem
  solve before, during, and after the learning or
  application of a task.
• Example Participants view a vocabulary word,
  math formula, or science process written on the
  board. The visual is removed and participants
  visualize the previous concept and jot it down on
  their papers. They then compare their
  visualizations with those of a peer.

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VisualsStrategy 18

• Because the eyes send millions of signals per
  second to be processed in the visual centers of
  the brain, the brain takes in more information
  visually than through any of the other sense.
• Example Place visuals on the walls that support
  the concepts you are teaching. These could
  include posters, a sample agenda, key vocabulary
  terms, cartoons, positive messages, and so forth.
  

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Writing and ReflectionStrategy 20

• Complicated, multiple bits of information from
  presentations and observations can be organized
  and made easier to understand when written down.
• Example Participants write as many words and
  phrases as they can recall following the
  presentation of a chunk of information. They
  compare their list with that of a classmate and
  add any words or phrases from their partners
  list to their own.

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AssessmentComes from Latin asidére, which means
to sit by as an assistant judge.

• Decide
• What learning you value
• What skills you want students to develop
• What kind of attitude you want them to display
• How do you know they got it?

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Classroom Management(Always an issue ?)
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Challenges of team teaching
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What will they remember?How will they feel about
the learning?