Transcript Rediscovering Research: A Path to Standards Based Learning Authentic Learning that Motivates, Constructs Meaning, and Boosts Success.

Rediscovering Research:
A Path to Standards
Based Learning
Authentic Learning that Motivates,
Constructs Meaning, and Boosts Success
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 Learning
Passive learners
Teachers 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
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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.
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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.
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Content standards basis of theme or
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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.
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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.
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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
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Motivation is enhanced
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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.
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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
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Learning is authentic