Transcript Your Presentation Title Goes Here

Enquiry Based Learning
Welcome
While you are waiting for the rest of the group
to arrive, talk to your neighbour(s) about your
summer holiday
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Enquiry Based Learning
Ivan Moore
Director, Centre for Excellence in Teaching and Learning:
Promoting Learner Autonomy
Sheffield Hallam University
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Through participating in this workshop, you should:
• be able to describe and explain the principles, and
practices of facilitating group-work in Enquiry
Based Learning;
• have participated in several EBL-type activities
through which you will have experienced
approaches to group-work;
• Have some fun
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Some ground rules
• Please enjoy yourself
• Feel free to ask questions, offer suggestions or
make any positive contribution you like...
• ... but 'no time wasters'
• Engage in the tasks quickly, stay on task and keep
to time
• Address difficulties as soon as they arise
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Centres for Excellence in
Teaching and Learning
• Government funded, five
year initiative 2005-10
• competitive bidding process
• £4.5M maximum award
• 74 funded centres
– Single and collaborative
– Subject-specific
– Themed
• The University of
Manchester - Enquiry Based
Learning (CEEBL) 2005
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Centres for Excellence in
Teaching and Learning
Sheffield Hallam University
Director, Centre for Excellence
in Teaching and Learning
Promoting Learner Autonomy
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What is EBL?
• What does the term EBL mean to you?
– What words come to mind?
– Definition, rationale, practices, outcomes, issues,
challenges, opportunities
• Write your thoughts down on a post-it
– (one thought per sheet)
• Now stick your sheet on the wall and call out what
you have written
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A starting point
EBL represents a shift away from passive methods,
which involve the transmission of knowledge to
students, to more facilitative teaching methods
through which students are expected to construct
their own knowledge and understanding by
engaging in supported processes of enquiry
• Social constructivism
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What is Enquiry Based Learning?
• Enquiry Based Learning is a natural form of
learning, borne out of our innate sense of curiosity
and desire to understand
• It is generically applicable, and has grown from
modelling learning in a number of subjects
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Recognisable forms of EBL
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Design
Problem Based Learning
Case Based Learning
Field Study
Dissertations, projects
Research
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Active, student-centred, authentic, supported
• Learning driven by a process of enquiry or
investigation
• Involves complex, intriguing, authentic, stimuli
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– Intentional
– unintentional
Student-centred
Requires action
Connects theory and practice
Supported process
Develops skills
Social
Enjoyable
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Academic skills
• Research
• Students determine and pursue
THEIR OWN lines of enquiry
– Large scale enquiries- macro
– Small scale enquiries- micro
• Information
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They
They
They
They
build on what they already know
identify what information they need
find, evaluate and use the information
may communicate their learning to others
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Intellectual skills
• later
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Professional skills
• Team working and leadership
• Inter-personal skills
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Negotiation
Decision making
Handling conflict
Sharing
• Communication skills
– Presentation, explaining, questioning
• Managing projects and meetings
• Practical application of theory
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Professional skills
• Team working and leadership
• Inter-personal skills
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Negotiation
Decision making
Handling conflict
Sharing
• Communication skills
– Presentation, explaining, questioning
• Managing projects and meetings
• Practical application of theory
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Personal skills
• Taking and accepting
responsibility
– Ethics, empathy and
tolerance
• Encourages exploration,
curiosity
• Creative problem-solving
• Balancing creativity with
resilience
• Planning
• Time-management and
organisation
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Motivation
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Authentic
Realistic challenge
Locus of control
Feedback and support
Shared learning
– success
• Socialises the learning
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Your team
• Design an escutcheon
– common interests and skills
– differences
– USP
• 15 mins
• Introduce your team members and present your
design
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De-brief
• How well did your team do?
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Air time
Contribution
Resolve difficulties or uncertainties
Agree design
Feelings
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EBL and intellectual development
1 How do you spend your holidays?
Using post-its, record all the holidays you have
had in the past three years (one holiday per postit)
Now add any holidays you would like to have
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Getting there
2 Now identify different TYPES of holiday
(e.g. I had a cheap, sight-seeing holiday in
Tasmania)
3 Now cluster your post-its under these categories
4 find opposites, and use to draw up a list of
opposing categories
5 take any two opposing methods and use to
complete an analysis grid
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Debrief
• What did we do?
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Intellectual skills
• Evaluation
Ability to make a judgment of the worth of
something
• Synthesis
Ability to combine separate elements into a whole
• Analysis
Ability to break a problem into its constituent part
and establish the relationships between each
one
Ability to apply rephrased knowledge in a novel
situation
• Application
• Manipulation
Ability to rephrase knowledge
• Knowledge
That which can be recalled
Bloom
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Developing intellectual skills – Bloom again
Evaluation
Synthesis
Analysis
Application
Manipulation
Knowledge
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Developing intellectual skills – Bloom again
Hypothesis
Creativity
Instinct
Intuition
Evaluation
The playground
Synthesis
Challenging
Analysis
Boring
Application
Manipulation
Knowledge
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Activity
• Devise a set of ground rules for how YOUR team
will work effectively during the remainder of this
workshop
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5 Getting down to it
• You are a group of people who want to start up a
holiday business. You need to identify a niche
market, develop a business plan and establish a
marketing strategy. You want to make a business
proposal to a local finance company in 4 weeks
time.
• Determine how your group will go about doing this
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How did we do?
• Things to think about
– What concept to go for
• What is the competition?
• What is the potential
market?
– What start-up capital will you
need?
• What will be the return on
the investment?
• Time to break-even?
– How will you market the
business?
– What resources and
infrastructure will you need?
• Project plan
– Who will do what?
– How will you present your
proposal?
• Topics to investigate
– The syllabus
• How to conduct the
investigation
– The (learning) process
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Where to begin
• Select a topic or theme
• Determine timescale for investigation
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Allow for induction, presentation and assessment
Pilot over 3 or 4 weeks in a module
Evaluate it
Expand
• More topics in a cycle, or
• Larger investigations
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The scale of the investigation
In-class
Between classes (1 week)
2-3 weeks
6-12 weeks or longer
• Resources provided, small scale
investigations, may or may not be
linked
• Initial discussion, students find
information from different
sources. Need to share outside
class. Report back week 2
• Middle week(s) for ‘catch up’,
consolidate, review and plan
• Large scale investigation,
significantly more autonomy,
opportunity for in-depth
investigation (deep learning)
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A case study
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Computer Science – Support for first-year
Enquiry-Based Learning
• Introduction to EBL and skills for effective groupwork
• Intensive staff consultation and development
sessions
• Small group sizes (6-8 students)
• EBL facilitator is also personal tutor to group
members
• Students eased into EBL experience gradually
through a series of increasingly challenging
activities
• Regular feedback
• Key lectures to inform and inspire
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First Year Computer Science
A whole-year, ‘phased’
approach
Phase 4: 11 weeks
Phase 3: 6 weeks
Phase 2: 3 weeks
Phase 1: 2 weeks
Phase 0:
2 hours
Build application
Demos and poster
Group report
Individual reflection
World-wide what?
Group application
Presentations and poster
Ethics: killer robot
Group presentation
Select framework
Software patents
2 teams in debate
Expectations,
skills and group ground
rules
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Role of the tutor/facilitator
• Prepare the students – benefits and
expectations, change of role, working
in teams
• Devise the stimulus
– Carefully crafted investigations
• scenarios, triggers, problems
• Prepare the resources, determine the
assessment methods and any
deadlines
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Facilitation….
• Acceptance of the ‘shift’ from
content expert to facilitator
• Establishing the environment
• Taking an active role - keeping the
balance
• Allowing freedom to explore and
exchange ideas
• Ask open-ended questions
• Encourage reflection and review
• Offer progress checks – move
things forward
• Challenge the students
• Guidance on appropriate resources
• Sensitivity to group dynamics
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What makes a good facilitator?
Characteristics, skills or techniques
Think, pair, share
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Characteristics of an effective facilitator….
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Willing to spend time building relationships
Negotiates rather than dictates - shares
Draws energy from outside themselves as well as within
Enthusiasm
More like a coach than a scientist
Naturally curious about people, things, life in general
Flexible
Listens
Confident
Honest
Attentive
Humorous
Checks understanding – closure
and consolidation
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Tutor role
Facilitation
Facilitation approach
typology (style) continuum
Establisher
(trigger)
Observer
Monitor
Fixer
Member
Assessor
Social
Technical
Organisational
Motivational
hands off
reactive
information
up front
hands on
proactive
held back
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There are more questions than answers
• Answering questions
• Asking questions
– When?
– Why?
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Whose line is it anyway?
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What’s your name?
What are we doing here?
Do I know you?
Do you come here often?
Why?
Why won’t you answer my question?
Will we be assessed on this?
Will this work?
Is this the right answer?
Can I join a different group?
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Whose line is it anyway?
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Where can I get more information on facilitating?
Why is it important to develop teamworking skills?
Do employers really want leadership skills?
Can I not just let the rest of my team get on with it?
Can you explain what you mean by intellectual skills?
Can you not give us something more interesting to do?
Will we be assessed on this?
Will this work?
Is this the right answer?
Can I join a different group?
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• Questioning (why do you think that is important?)
• Guiding (Have you thought of….?)
• Challenging (How does that work….?)
• Devil’s advocate (so what if I said….?)
• Mirroring (well, what do you think it means?)
• Laddering (ok, so what do you know about…?)
• Stimulate discussion (what might the pitfalls be? Have you
thought about cost/ethics/time…?)
• Support the process (I thought you agreed that….? Could you recap for me?)
• It is Ok to remain silent at times!
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When and why?
• If it ain’t broke, don’t fix it!
• Why?
• Do they seem to be pursuing an appropriate line of
investigation?
• Have they overlooked something important?
• When?
• Is it irredeemable?
– Does it look as if they will not see their ‘mistake’ for themselves
– Have they spent so much time on the wrong path that they will
not have time to recover?
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Preparing the students for EBL….
• Clarify expectations –theirs and yours
• Be aware of the ‘peaks and troughs’ in the
calendar
• Provide practice sessions
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Practice in a low-risk situation
experienced students as models
Allow time for the groups to ‘gel’ – socialise
Begin to understand group dynamics and
rules/roles/skills
– Create the environment
– encourage students to give and receive feedback
Enlist the support of student mentors....
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Role of the students
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Accept responsibility for their learning
Establish group roles, if any
Analyze the stimulus
Identify learning goals
Determine a plan of activity and agree individual
tasks/responsibilities
Report individual findings and collate research
Complete the task (e.g. present findings)
Undertake assessment tasks
Give and receive feedback
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Share tasks
Undertake the investigations
Develop a plan
Information gap
Share the learning
Discuss and consolidate
What do we know?
Refine the problem
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Share tasks
Undertake the investigations
Develop a plan
Information gap
Share the learning
Discuss and consolidate
What do we know?
Refine the problem
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Enquiry Based Learning as a continuous
cyclical process
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• What was the most useful or meaningful thing you learned
during this session?
• What question(s) remain uppermost in your mind as we end
this session?
• What was the ‘muddiest’ point in this session?
• As a result of this session:
– What will you stop doing?
– What will you start doing?
– What will you continue doing?
• What further activities, support or events do you think this
group would benefit from?
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Creating ‘problems’
• What do we want students to do?
– Gain understanding, retain knowledge
– Make decisions based on their research
– Analyse, synthesise and evaluate rather than
simply define and explain
– Adopt a positive attitude towards their
subject/profession
– Take more responsibility for their learning
– Develop transferable skills
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The enquiry….
• Compatibility with learning objectives of the course
• Must engage students and motivate them
• Relationship to the ‘real world’
• Encourage students to make decisions or judgements based on
information and facts
• Move students beyond recall of information
• Should encourage collaboration and co-operation
• Open-ended, connected to existing knowledge
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When is a problem not a problem?
When it is a
Trigger
Query
Puzzle
Enigma
Scenario
etc etc……..
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Possible routes to generating an enquiry….
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Design exercises
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Critical incidents
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Real case-histories or patient care-plans
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Present and past controversies
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Application of important concepts to everyday situations or
personal situations
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Video-clips, novels, newspaper articles, research papers, cartoons
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Re-write a typical exam question as an open-ended, ‘real-world’
problems
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Work with colleagues to decide the approach
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Test the problems on students
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