MODULE 5 Learning Experiences using Inquiry Learning 1st 2nd 3rd.

MODULE 5

Learning Experiences using Inquiry Learning

1st

2nd

3rd

Learning Objectives

• What is the purpose of using Inquiry Learning?

• How to use Inquiry Learning in a course?

• How to create and use in the classroom:

• Problem and Project-Based learning experiences

• Case Study

• Simulation

LCT Approaches

LCT strategies were grouped into three approaches:

Inquiry Learning

Understanding by questioning!

http://thirteen.org/edonline/concept2class/inquiry/index.html

“How we come to know” vs. “What we know”

Teach students to seek for appropriate solutions by developing their:

Inquiry Learning strategies helps professors to:

Information-processing skills Problem-solving skills

Analytical skillsQuestioning and reflecting habit

Critical Thinking

The outcomes: Students will…

Become curious Try / test ideasCollect data

Analyze, evaluate and synthesize

ideas

Become observers

Learn how to learn by themselves!

Interrelate / connect concepts

Why Inquiry Learning?

Memorizing information is NOT the most important skill nowadays!

Students need to learn how to make a good use of information to solve problems

Inquiry learning prepares students to face real-world situations!


The art of questioning

- Go beyond available information - Fill in missing information

Dennie Palmer Wolf, 1987

Which kind of questions should professors ask?


Inference Questions Interpretation Questions

Transfer Questions Questions about hypotheses

- Make sense of something - understand the consequences of

information or ideas

- Take knowledge to new situations

- What can be predicted?- Based on what?

Ask the right questions !

Inquiry Learning Process

process

Pieces of information or theory Build understanding

DEDUCTIVE or INDUCTIVE

Inductive vs. Deductive

Inductive Deductive

Theory

Pieces of information

See a pattern or logic behind them

Theory

Test cause and consequences

Confirm theory(use examples, reproduce

effect)

Professor could use both inquiring processes on class activities!

How to use Inquiry Learning?

Providing contextualized problems related to real-life situations!

Problem-Based Learning

Case Study

Project-Based Learning Simulations

Inquiry learning


Students receive more guidelines and

prior information

Analysis of a “problem”

Performing an authentic task

Case Study Problem-Based Learning

Project-Based Learning Simulation

Different Strategies, but with some common characteristics!

Parameters are more static -> students feel in

control

Parameters change over time ->Students feel less

control

Students receive few guidelines and prior

information


Purpose


Solve a problem or recommend a course or action

Specific to a real place or situation (hypothetical or historical)

Case Study

Learning Method

Context

Format

Grand Challenge: complex problematic situation

(present or future)

Students will analyze or evaluate a situation and propose solutions

Students will research and analyze the data, create and evaluate

alternatives to solve the problem.

• Information needed is provided in the case

• Professor may or not provide guiding questions

• Problem is provided on stages • Information needed is not provided

• Professor may or not provide guidelines to develop solution


Purpose

Simulation

Solve a problem or get further knowledge or understanding about

a subject

Current happenings: social, economical, environmental,

technological etc.

Project-Based Learning

Learning Method

Context

Format

Simple reproduction of real process or situation

Students will perform something real and create a deliverable

(report, presentation, model etc).

Students will perform a task that represents a real-world experience

• One-time performance (time is linear)

• Professors will guide students in conducting the project

• Dynamic and repetitive: provide opportunity to analyze results and try

different approaches

• Students are only told the rules. Process to develop solutions and

methods used are up to the students

Develop optimal solutions to a problem

CASE STUDY

Case Study: What is it?

Students will be provided

with a detailed description of

a problematic situation and

will discuss and propose

solutions!

Case Study: How it works?

www.gttp.org/docs/HowToWriteAGoodCase.pdf

Students will solve a puzzle!

Students have to figure out what is going on /

what the problem is

Students have to find out what information is

relevant to the problem

Students have to frame potential solutions,

analyze cost/benefits and formulate a proposal

Students have to find out which analysis methods

will provide better information for decision making

Case Study: How to use it in class?

Pre-class individualanalysis

Class Discussion

Discuss / present solutions

Pre-class team Analysis

and solutions

Team presentationand Q&A

Summarizesolutions or

present real solution

1

2

Professor will ask students some questions, which will guide them in analyzing and solving the problem!

Professor acts as a discussion mediator and facilitates synthesis!

3 Combination of 1 and 2

Case Study: How to create one?

1. Frame the problem you want students to solve

2. Break it in parts and define the issues that are involved (pieces of the puzzle)

3. Research about those issues and other related concepts that may be necessary to provide students with a better understanding about the situation (history, definition, processes involved etc)

Research

http://www.essayforum.com/10_366_0.html

It is like writing a detective story!

http://www.gttp.org/docs/HowToWriteAGoodCase.pdf

4. Choose a site or organization that is facing or faced the same or similar issues

5. Interview individuals at that site who knows the place or situation. Ask how the situation developed, what they have tried to do, what happened, how they felt, etc.

Research

http://www.essayforum.com/10_366_0.htmlhttp://www.gttp.org/docs/HowToWriteAGoodCase.pdf

Look into it in details!


Analysis

Get all the information and prioritize the ones that better fits your problem


It is like “filtering” the information!


Write

1. Introduction: Give students some clues about the problem, or what they should be thinking of while they read the case

2. Background description: Provide all the information students will need to come up with their conclusions


3. Wrap up: At the end, provide additional questions that will help students in their analysis or even possible solutions to be considered in the analysis



Making sure case

description contains

all the information

needed to frame the

solution

But not organized in a

sequential way

Get students engaged in the case by:

www.gttp.org/docs/HowToWriteAGoodCase.pdf

Describing the

problem or situation in

the same way the case

writer faced it at the very

first time

Not providing the

problem description in a

straightforward manner

It will force students to

learn to identify the

problem

Some writing tips:

PROBLEM-BASED LEARNING

Problem-Based Learning: What is it?

Problem-based learning is “an instructional (and curricular) learner-

centered approach that empowers learners to conduct research,

integrate theory and practice, and apply knowledge and skills to

develop a viable solution to a defined problem” (Savery, 2006, p. 12).

Students learn through inquiry (Dewey, 1938) driven

by solving complex, ill-structured, and open-

ended problems (Hmelo-Silver, 2004) that are

realistic and relevant to students’ interests

and experiences (Oliver-Hoyo & Allen, 2005; Walczyk &

Ramsey, 2003).

Teach content by challenging students to solve a problem!

http://www.samford.edu/pubs/pbl/pblins1.pdf

Problem-Based Learning: How it works?

Students are self-directed and assume greater responsibility for their learning.

Stage 1: Broad Situation -> Il-structured, open-ended question

Stage 3: Specific Situation / Question

Stage 2

Alternatives

&

Proposed ideas for solution

Problematic Situation

http://pbln.imsa.edu/model/template/index.html

What are the issues? Problems?

What do we know?

What do we need to know? (research,

assumption?)

Get, analyze, synthesize

data

Professor will guide students in the process and provide resources

Problem-Based Learning: How to use it in class?

Steps to follow?

Professor is a facilitator, not a source of solutions!

PART 1

ANALYSIS AND IDEAS FOR SOLUTION!PART 2

PART ….

ANALYSIS AND IDEAS FOR SOLUTION!

ANALYSIS

Proposed Solution

Create a problematic situation

Example: Project Management tells you which activities and resources are critical to complete the project on time,

when project will be completed …

What are the outcomes of using those concepts?

What are the concepts and skills you want to teach?

Problem-Based Learning: How to create it?

In which situations those concepts would be useful?

orWhich problems they are usually used as

a tool to solve?

Project Management tools should be used to manage projects that involves

many activities and resources, complex scheduling … like building construction,

product development…

-Write it in a broad way (do not provide too much details and explanations)- Do not specify the problem, let students figure it out from the context

- Use open-ended questions

Problem-Based Learning: How to create it?

Problem Writing Guide at PBL Clearinghouse

Tips to write a good problem:

- Do not provide all information needed to solve the problem- Not all information provided should be relevant

- Do not ask series of questions- Use open-ended questions at the first stages

- Think of questions that will bring up different perspectives

- There are many possible solutions- Solution will depend on student assumptions

Provide information, but:

Make it interesting by using a story-telling style

Make sure the problem question will avoid the “split work” approach:

Remember:

PROJECT-BASED LEARNING

Project-Based Learning: What is it?

Students will deeply

investigate a subject or

perform a real task that will

result on a real deliverable.

Real-world topic or driving question (desired outcome)

http://www.edutopia.org/teaching-module-pbl-what

Students investigate real-world issues and share findings

In-depth investigation

Learning and sharing

Project-Based Learning: How it works?

Learn to make judgments and synthesize

Presentation, discussion and reflection

Learn to collect and analyze information

Project-Based Learning: How to use it in class?

Present the topic to the class

Discuss the importance of it

QuestionChose a real-world topic that is relevant to students

Keep in mind the course objectives

Plan

Allow teams to plan the sequence of activities they will perform

(project map)

For each task / activity, ask teams to define the

resources they will need

http://www.edutopia.org/teachingmodules/PBL/PBL_PowerPoint/ppframe.htm

Plan for activities and resources


Schedule

Monitor

Define a timeline

Facilitate the process


Ask teams to define duration for each activity

For each task / activity, ask teams to define who

is going to work on it

Guide teams by asking questions that will help them to

organize themselves

ProvideResources

needed to execute

tasks

Make sure scope is feasible


Assess students

Evaluate Project

Use rubrics

Share feelings and experiences. What worked well? What need to change?


Provide teams with rubrics in advance

Evaluate students’ work based on the

rubric

Ask teams to list what they have learned during the

project (about the subject and how to perform a project)

Ask teams to list what they liked and disliked about

the experience of performing a project

Ask teams to present their

findings

Project-Based Learning: How to create it?

Course Objectives

Start with the end!

Project Idea

Search projects on the WebConnect to community needsConnect to common work-life

practice

Connect to current happenings: social, economical, environmental, technological… Use articles from newspaper, magazines, conferences etc.

Define Scope

Consider resources and time availability

SIMULATION

Simulation: What is it?

Students will be involved in a simplified real-life situation

where they will be able to:

• Experience real-life challenges

• Apply different concepts and experience the outcome

• Try different solutions, adjust methods and seek for optimization

Simulation puts learning objectives in a context!

http://www.globaleducation.edna.edu.au/globaled/go/pid/1315

Kinesthetic gamesElectronic / computer games

or software


http://www.globaleducation.edna.edu.au/globaled/go/pid/1315

Board games Role-play games

Negotiation, bargaining….


Simulation: How it works?

• Professor controls the parameters (rules and roles) of this world in order to lead students to achieve instructional objectives

Learning through experiencing!

It helps students to understand nuances of a concept!

• Students are placed in a “world” created by the professor

• This world is a replication of the reality -> students feel it is real

http://olc.spsd.sk.ca/DE/PD/instr/strats/simul/index.html

• Students will experience this safe reality as many times as they need to learn

• Students will build their learning through their own observations

Simulation: How to use it in class?

Students make the decisions and experience the result of them!

Present objectives, rules and context

Do sample practice

Final simulation

run:

• Validate results

• Lessons learned

• Students decide how they will manage and conduct the situation

• Students run the simulation several times to identify opportunities to improve process and decision making

Simulation: How to create one?

The key element is the context!

In which situations those concepts are most utilized in real-life?

What are the concepts and skills you want to teach?

How could you simplify that situation to limit the resources needed in order to be performed in a classroom?

Create the context

Include unexpected events with rewards and losses, risk and uncertainty

Create roles to teams or players, and give different resources to each one (assets, access to information, etc)

Define how interaction will take place: how to present sequence of events, how to communicate decisions and results (board, cards, graphics, computer, verbal, etc)

Adapted from: Review of educational use of games and simulations (Henny Leemkuil Ton de Jong, and Susanne Ootes, 2000)


Define the Goal

What will be the goal of the simulation?

To reach the best level of proficiency or efficiency? Set targets to be met!

To solve a particular problem or series of problem? Set the questions to be answered or decision to

be made!

To be the best among the competitors?Give an incentive to generate competition

How to measure the Goal?

It is always easier to compare results by using numbers!Create a scoring system!



Define the Constraints, Rules, Conditions and / or Incentives

What limitation, rules and incentives could you impose in order to force students to use the concepts you want them to learn?

Constraints and Rules will define the actions that are allowed and prohibited. It will limit students’ actions and guide them to face

issues that will result on learning

Examples: • Limited resources• Limited information

• Limited time• Assign costs to actions

• etc.

Incentives or tradeoffs are extra resource, information or points that student can gain or lose through specific actions made or results achieved.

Conditions are IF..THEN actions, which means that students can only certain actions

if certain conditions were fulfilled

Examples: • Define sequence of events students

must respect



Encourage Competition

Divide the game is periods: at the end of each period results are compared. It gives feedback to students and allows them to put more effort on the next period in order to win

the game or simulation

Reward students on accomplishments: provide some kind of recognition for the achievements. It can be something of intrinsic value or symbolic.

Interconnect teams results: Define a system in which the result of each teams changes the overall environment or situation, making some teams better-off or worse-off.

Create roles: Roles create interdependence among team members and assign responsibilities, motivating students to perform well


Simulations: Find existing ones!

Search in Google using, for example:“simulation game” + key words or concepts you are teaching

http://www.tear.org.au/resources/simulation-games/

Show me the Moolah

http://www.download-free-games.com/simulation/john_deere.htmJohn Deere: American Farmer

http://www.download-free-games.com/pc/john_deere_drive_green.htmJohn Deere: Drive Green

Ikengeza and Monsoon SimGame

http://actimaxlearning.com/

http://usa1.simagri.com/index.php?lang=1

SimAgri

EXAMPLES

How to get started?

A Medical Example

Diagnose diseases

Nature of the

Content

Learning experiences

LESSON PLAN

Objectives & Learning

Goals

Diagnose is an inductive and deductive process based on facts

• Get information

• Analyze data

• Problem-Based Learning

• Formulate and judge theories

• Case Study

or

How to get started?

A Business Example

Decide on Outsourcing a process

Nature of the

Content

Learning experiences

LESSON PLAN

Objectives & Learning

Goals

Any Business decision should be taken regarding long-term benefits

Outsourcing is not only about costs. It reduces control and is more sensitive to conflict of interests

• Get information

• Analyze data

• Simulation

• Formulate and judge alternatives

• Case Study

or

• Negotiate and formulate contracts

How to get started?

Some tips!

Topic should be substantial enough to use Inquiry Learning because this approach will explore higher levels of thinking and will take longer than Active Learning approaches

Start with Case Studies. They are simpler to use and easier to find existing ones

When planning the activity, give special attention to the time required to complete it inside and outside of the classroom

Summary

Inquiry Learning Activities:

Are embedded in a relevant and realistic context

Develop higher level of thinking

Engage students on constructing their own understanding

Develop student self-confidence

Summary


Case Study

Project-Based Learning Simulations

Inquiry learning

Learning Objectives

• What is the purpose of using Inquiry Learning?

• How to use Inquiry Learning in a course?

• How to create and use in the classroom:

• Problem and Project-Based learning experiences

• Case Study

• Simulation

References• Inquiry Learning

• http://thirteen.org/edonline/concept2class/inquiry/index.html

• Dennie Palmer Wolf, 1987

• Problem-based Learning

• http://www.pbl.uci.edu/whatispbl.html

• Case Study

• www.gttp.org/docs/HowToWriteAGoodCase.pdf

• http://www.essayforum.com/10_366_0.html

References• Project-based Learning

• http://www.edutopia.org/teaching-module-pbl-what

• http://www.edutopia.org/teachingmodules/PBL/PBL_PowerPoint/ppframe.htm

• http://www.bie.org/index.php/site/PBL/pbl_online

• Simulations

• http://olc.spsd.sk.ca/DE/PD/instr/strats/simul/index.html

• http://www.globaleducation.edna.edu.au/globaled/go/pid/1315

• REVIEW OF EDUCATIONAL USE OF GAMES AND SIMULATIONS by Henny Leemkuil, Ton de Jong and Susanne Ootes

• www.nsf.gov

MODULE 5 Learning Experiences using Inquiry Learning 1st 2nd 3rd.

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