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Explanation Demonstration Exploration Implementation Get Credit


Letter to Administrator
Syllabus
    Explanation
    Demonstration
    Exploration
    Implementation
    Resources
Rubric and List of Critera

In this section, we have provided you with the following tools to help you acquire professional development credit for this workshop. If you are interested, we suggest that you print these items and discuss them with your administrator.


Syllabus



Concept to Classroom: Inquiry-based Learning

In this section of the workshop, the participants examine how inquiry-based learning, coupled with an important conceptual framework for content, has the capacity to increase student involvement and leads to other important outcomes in the classroom. The following questions will be addressed:
    1. What is inquiry-based learning?
      a. Participants examine the cognitive learning framework that shows how involvement in inquiry-based learning nurtures skills and attitudes that permit students to seek resolutions to questions and issues while they construct new knowledge.

    2. How does it differ from the traditional approach?
      a. Participants examine how the traditional approach to learning is focused on mastery of content, with less emphasis on the development of skills and the nurturing of inquiring attitudes.

    3. What does it have to do with my classroom?
      a. Participants examine what inquiry-based learning looks like in the classroom and how both students and teachers view themselves as learners in the process of learning.

    4. What are the benefits of inquiry-based learning?
      a. Participants examine why inquiry-based learning stresses skill development and nurtures the development of good habits of mind.

    5. How has inquiry-based learning developed since it first became popular?
      a. Participants examine how inquiry-based learning predates Socrates and how it has changed since early historic times.

    6. Another perspective
      a. Participants listen to an interview with Arthur L. Costa, a co-director of the Institute for Intelligent Behavior in Berkeley, California, on his thoughts about inquiry-based learning.

    7. What are some critical perspectives?
      a. Participants examine some critical perspectives regarding whether or not inquiry-based learning provides students with the skills needed for today's society and economy.

    8. How can I use inquiry-based learning in conjunction with other educational techniques?
      a. Participants examine how inquiry-based learning works well with many educational techniques discussed in previous workshops.




In this section of the workshop, the participants observe real-life examples of inquiry being used In classrooms and schools, as well as some sample "facilitation plans" that they might use in their own classroom.

    1. In classrooms
      a. Participants examine video clips of teachers using inquiry-based learning in real classrooms.

    2. In schools
      a. Participants examine school Web sites that incorporate aspects of inquiry-based learning.

    3. What do inquiry-based lesson plans look like?
      a. Participants examine three lesson plans or "facilitation plans" that demonstrate how teachers structure lessons more loosely to allow student questions to drive the learning process without derailing it.




In this section of the workshop, the participants have many opportunities to analyze what they're already doing well, as well as explore new inquiry-based teaching techniques they can add to their repertoire. The following questions will be addressed:

    1. How do I get started using inquiry-based learning?
      a. Participants examine how teachers must first be familiar with the conceptual frameworks that structure the subjects they teach, and the "ground rules," or habits of mind, that are important to particular disciplines.

    2. What are some challenges I might face?
      a. Participants examine the challenges that occur when teachers attempt to change education from an institution focused on "what we know" to one focused on "how we come to know."

    3. How do I assess students' progress?
      a. Participants examine the multiple forms of authentic assessment used to chronicle a student's development of habits of mind.

    4. How can inquiry-based learning involve parents and the community?
      a. Participants examine three critical phases that can be applied to bring families on board with the school's inquiry-based learning program.

    5. How can technology be used with inquiry-based learning?
      a. Participants examine how new technologies like CD-ROMs and the Internet are also interactive, which helps engage students in inquiry.




In this section of the workshop, the participants recap the key principles of inquiry, which will give them a framework for designing their own inquiry facilitation plans to use in their classroom.

    1. Key Principles
      a. Participants examine the three key principles that will guide the creation of their inquiry facilitation plans.

    2. Facilitation Plans for Inquiry Learning
      a. Participants examine how the facilitation plan provides direction but does not specify the "one path" and thus provides for individual creativity and responsibility.

    3. Step-by-Step Facilitation-Plan Creation
      a. Participants follow an outline for developing each step of an inquiry-based learning facilitation plan.




For a complete listing of all the books, articles, Web sites, and videos listed as resources for this workshop, please see http://www.thirteen.org/wnetschool/concept2class/resources.html.

Ausubel, D.P. EDUCATIONAL PSYCHOLOGY: A COGNITIVE VIEW. New York: Holt, Rinehart, and Winston, 1968.

Barell, John. PBL: AN INQUIRY APPROACH. Arlington Heights, Ill.: Skylight Training and Publishing, Inc., 1998.

Bloom, Lynn Z. and Edward M. White, eds. INQUIRY: A CROSS-CURRICULAR READER. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1993.

Bransford, John, Ann Brown, and Rodney Cocking, eds. HOW PEOPLE LEARN. National Research Council, Washington, DC: National Academy Press, 1999.

Bruner, Jerome. ACTUAL MINDS, POSSIBLE WORLDS. Cambridge, MA.: Harvard University Press, 1987.

Gardner, Howard. THE DISCIPLINED MIND. New York: Simon and Schuster, 1999.

Gardner, Howard. FRAMES OF MIND: THE THEORY OF MULTIPLE INTELLIGENCES. NY: BasicBooks, 1983.

Joyce, Bruce and Marsha Weil, with Emily Calhoun. MODELS OF TEACHING. Needham Heights, MA.: Allyn & Bacon, 2000.

Kilpatrick, William Heard. THE PROJECT METHOD. New York: Teachers College Press, 1918.
a Polamn, Joseph L. DESIGNING PROJECT-BASED SCIENCE: CONNECTING LEARNERS THROUGH GUIDED INQUIRY. New York: Teachers College Press, 2000.

"Inquiry Based Science, What Does It Look Like?" CONNECT MAGAZINE, published by Synergy Learning (March-April 1995): 35.

Wolf, Dennie Palmer. "The Art of Questioning," ACADEMIC CONNECTIONS (Winter 1987): 1-7.







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Workshop: Inquiry-based Learning
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