Rediscovering Rediscovering Research:Research:

A Path to Standards A Path to Standards Based LearningBased Learning

Rediscovering Rediscovering Research:Research:

A Path to Standards A Path to Standards Based LearningBased Learning

Authentic Learning that Motivates, Authentic Learning that Motivates, Constructs Meaning, and Boosts Constructs Meaning, and Boosts

SuccessSuccess

What are the BIG IDEAS?

• Standards reform based on inquiry, reading for understanding, critical thinking, active learner.

• Skills and tasks and the test.• Instructional design and assignments that

MOTIVATE and result in understanding.• Value added outcomes and inquiry based

learning.• Exploring the status quo. Exploring the

possibilities.

Conventional LearningPassive learnersTeachers are content oriented.Teachers provide information.Schedule is fixed/rigid.Curriculum is textbook driven, teacher

focused, topic oriented, fragmented.Evaluation at the end.Right answers stressed. What do we

know?Teacher assesses. Grade is the goal.Classroom resources only.Technology for its own sake.

Inquiry-Focused Learning

• Active, engaged learners.• Teacher facilitator. Student centered.• Flexible scheduling.• Collaborative school culture.• Standards driven, depth emphasis.• Thematic, problem-based, integrated.• Assessment ongoing, student and teacher

assess; goal is improving learning.• Asks, “How do we come to know?”• Expanded resources base, school and

beyond.• Technology as a tool.

Features of the BIRD REPORT

Let’s hear the voice of experience!

Features of an Inquiry Based Unit

• Students work in teams to solve problems, conduct research, share findings.

• Instructors practice active listening, facilitative questions, observation to guide rather than direct learners.

• Students move from classroom to library media center, to computer lab as needed.

• Collaboration between teacher, library media specialist, tech coordinator, and more. Planned and taught together.

• Content standards basis of theme or • problem.

More features of Inquiry-Focus• With background knowledge, students

select specific focus for their research and choose formats of their presentations.

• An overarching question demands deeper analysis and synthesis.

• Curricula are integrated: information literacy, ELA, Social Studies or Science.

• Students keep process journals, reflect.• Instructors monitor student progress,

encourage thinking and thoughtful action.• Assessment guides change in teaching

and learning strategies.

INQUIRY PROCESS• Connect- to self and previous

knowledge, background knowledge• Wonder – develop questions• Investigate- find and evaluate

information, think, pose new ???• Construct – build new understanding,

draw conclusions• Express- apply understanding,

communicate new ideas• Reflect- on the process of new learning

and understandings

Learners Engaged in Problem Solving and Inquiry--

• Use resources to understand background basics of topic chosen.

• Frame open ended questions relevant to them.

• Find meaning in text. Use multiple resources. Evaluate information for usefulness, accuracy.

• Generate new questions.• Seek additional resources.• Organize information in a meaningful way.• Discuss their ideas, conclusions, strategies

with teachers and peers.• Plan and design a way share their

understanding with a meaningful audience.

So…conclusions• Learning is inspired and purposeful• Real world problems shape the

curriculum• Big questions drive the projects• Learning extends beyond the

classroom and school• Comprehension increases• Interpersonal skills grow• Motivation is enhanced• Authentic tasks and

assessments

NCLB and Inquiry• Inquiry learning helps to achieve NCLB targets.• Extensive research base demonstrates

connections to student success.• Inquiry based projects align with state

standards, content and performance indicators.• Emphasis on thematic and issues approach to

learning moves learner away from tasks based on recall.

• Tasks based on application of concepts, synthesis, interpretation and evaluation of information are inherent in inquiry.

• Learning goals identified and assessment criteria developed to measure desired outcomes.

• NCLB stresses research-based approaches backed by abundant research.

Research on Moving from Rote to Inquiry

• Questioning is at the center of the learning experience.

• Students negotiate direction of learning.• Learning is social and interactive.• Solving problems is integral.• Students learn by doing.• Products and tasks reflect application and

transfer of knowledge.• New learning needs to be applied, used.• Assessment is ongoing• Learning is authentic