Transcript Project Based Learning

Inquiry Based Learning
Inquiry-Based Learning in Action
NCPN Conference – Louisville, KY
Shiela O’Neill, Thomas O’Neill
Traditional
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vs.
Focus is mastery of
content (What vs.
How)
Teacher dispenses
student receives
 Assessment
focuses on 1 right
answer
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Inquiry
Focus is on using
knowledge in problem
solving skills (How vs.
What)
Student centered with
teacher as facilitator
Assessment focuses on
determining progress of
skills development in
addition to content
Definitions
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Project-based learning
– Focuses on developing a product or creation
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Problem-based learning
– Focuses on the process of acquiring
knowledge by solving a problem
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Inquiry-based learning
– Student centered, active learning, focuses on
questioning, critical thinking and problem
solving
Duke Center for Inquiry Based Learning
Definitions
“A systematic teaching method that engages
students in learning knowledge and skills
through an extended inquiry process
structured around complex, authentic
questions and carefully designed products
and tasks.”
Buck Institute for Education
Definitions (cont.)
“A framework for creating successful projects
consisting of six elements: academic rigor,
authenticity, applied learning, active
exploration, adult connections and
assessment practices.”
The Virtual Schoolhouse
Definitions (continued)
“Instructors create an environment in which
students are free to ask questions, learn concepts,
and explore possible solutions within a real-world,
project-based context. Inquiry-based units are
structured around an open-ended, intriguing
essential question that is used to direct students
towards the objectives of the unit and invites
students to be a part of the solution to the unit's
dilemma.”
Ohio Resource Center
Definitions (final)
“A continuation of what most of us are already
doing in the classroom, except presented and
assessed in a more “formal” method.”
Tom, Shi
Essential Items
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Have no one right answer
Can be answered by all students
Enable students to learn
Involve thinking, not just answering
Make students investigators
Connect learning across disciplines
Demonstrate larger world issues
Center for Youth Development and Education, CommCorp
IBL In Action (Tom)
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Presented first IBL to class
– The following week
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Listened to whining and complaining
– Initiated Project
– Supplemental to other classroom tasks
– Read Tech Journals weekly for clues
– Evaluated IBL at end of 4 weeks
– Instituted weekly IBLs at 2nd Semester
IBL In Action (Tom)
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Tech Journal Comments (week 1)
– Listened to description of Inquiry Based
Learning assignment, I know I am going
to hate this assignment.
– When are we going to have time to
complete this with everything else we
have to do?
– We should have seen this coming!
– Why don’t the juniors have to do this?
IBL In Action (Tom)
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Tech Journal Comments (week 2)
– This IBL stuff isn’t so bad. I work with a
team, and we all know what needs to be
done, and when it needs to be done.
– The IBL gives us what is expected as
the end result but does not tell us
exactly how to do it. I kind of like that.
– Why don’t the juniors have to do this?
IBL In Action (Tom)
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Tech Journal Comments (week 4)
– This IBL was a great idea, can we do it
again?
– Let’s do this again, only make it more
challenging.
– I’m glad for once you worked on a panel
at State.
– The juniors wouldn’t be able to handle
this IBL thing anyway.
IBL In Action (Shi)
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Students have traditional instruction
to learn how to:
– interpret a problem,
– design a solution and
– coding techniques in their language
(Juniors Java, Seniors C++)
IBL In Action (Shi)
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4-6 weeks applying the following
skills
– project management
– System design
– Coding
– Testing
– Evaluation
IBL In Action (Shi)
Regardless of the students’ abilities, each
can contribute to a successful outcome.
 Students are encouraged to create backup
strategies to manage the timeline.
 Social interaction
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– Students learn to work with all types of
personalities
IBL In Action (Shi)
Students are monitored and
periodically assessed using rubrics
(formative)
 Deliverables are assessed formally
by the instructor according to the
students’ plan. (summative)
 Other teachers and students are
included in the final presentations
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Essential Question
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An essential question is one that
requires students to make a decision
or plan a course of action
– Critical questions allow expanded
learning and task completion.
Unit Description
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The unit description provides a brief
summary of what the students will be
doing during the unit, the general
expected outcomes, and the
processes that will be involved.
Skill Level
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What skill level is required to
successfully complete the unit.
Entry Event
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An entry event is a real-world
scenario around which the inquiry is
built.
Prerequisites
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Courses or experiences: List both
previous academic and career
technical coursework needed and
related work or general experiences
needed for task completion.
Timeline
Similar to Lesson Planning
 Breaks unit into smaller parts
 Allocates resources
 Creates milestones
 Highlights major activities
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Content Standards
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Provide the Career-Technical
Competencies that will be addressed
in the unit.
Academic Standards
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List the applicable aligned academic
benchmarks that are addressed in
the unit.
Pre-Assessment
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Include any formal or informal preassessment activities that will assist
the instructor in determining the
student's background knowledge
and/or skills.
Materials Needed
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Include all consumable material and
equipment or tools, raw product,
paper, calculators, or other
technologies.
Facility
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Classroom requirements such as
necessary furniture to create a team
environment or laboratory space.
Business and Industry Resources
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Provide generic descriptions of
possible contacts from business and
industry.
Local Resources
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List and describe local assets that
would be helpful in the presentation
of the unit.
Print and Electronic Resources
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List specific resources, URLs,
telephone numbers, libraries, or any
other information sources that would
be helpful to students and teachers.
Teacher Tips
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Provide practical suggestions to help
the teacher implement the inquiry
based unit.
Assessments –
Formative/Summative
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Formative Assessments: Applied during
the unit as tools to help the teacher
determine the extent of the student's
involvement and understanding of the
project.
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Summative Assessment: Include materials
to assess student learning at the
conclusion of the unit.
Resources
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PBL On The Net
Buck Institute for Education
PBLnet
ODE – MarkEd
Rubistar
4teachers.org
Virtual Schoolhouse
Virtual Highschool
Now It’s Your Turn
Topic = October is Breast
Cancer Awareness Month
and the group that raises
the most money in the
month of October wins a
trip to Los Angeles to
present their check on “The
Ellen DeGeneres Show”.
Develop Your Own IBL
Decide on a project
 Ask “The Big Question”
 Develop Guidelines / Parameters
 Develop Assessments
 Initiate IBL
 Evaluate / Reflect
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Questions / Comments
Thank you for your time.