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Transcript of Ask
feeds, nay thrives, on the inherent curiosity of each learner. It is so natural for us to ask questions. How could it be any other way?
We each possess the abilities
to process constant streams
of information provided
through our senses. Evaluative...why would, how might? Bruner says... Shirley Clarke says... Marzano's research quantifies a learner's success
when given certain types of instruction. Tip Perspective How we guide the Inquiry
process is only the... Is it enquiry or inquiry? An inquiring mind
would want to know. What the inquiry
based class needs
is a balance. Purpose What would a group of
minds want to know? What would they need
to find their answer? This is an iceberg. What lies beneath the surface can often be
the most dangerous. So...
if it starts with a question;
let's begin. Shall we? What would we want them to know? How's the balance
in your class? Literal...who, what, where? Inferential...when is,
how did, why can? and...? What becomes quickly
clear is the need to... 1. Pupils should be encouraged to ask questions.
2. Opportunities should be given for collaborative attempts at answering questions.
3. Pupils should be encouraged to think about the process of their learning (“metacognition”).
4. Pairs and groups can explore questions and report back to others (eg “think-pair-share”).
5. The discussion process in peer assessment gives valuable opportunity for pupils to talk about their developing understanding. from http://www.highlandschools-virtualib.org.uk 4 out of 5 experts agree that there are not enough experts.
Let's look at what a few have to say about the inquiry/brain based collaborative learning environment. Ask: open school; problem-based learning
Investigate: materials-based, open-world; resource-based learning; investigation-based, research-based learning
Create: project-based learning
Discuss: cooperative learning; writing process
Reflect: constructivist learning; reader response; service learning http://people.lis.illinois.edu/~chip/inqdef.shtml Constructivist Theory or Collaborative Inquiry? Response-centered classrooms highlight the reflective and constructive aspects of meaning-making. Students interact with the world by exploring and manipulating objects, wrestling with questions & controversies, or performing experiments. As a result, students may be more likely to remember concepts and knowledge discovered on their own
(in contrast to a transmissionist model). Models that are based upon discovery learning include: guided discovery, problem-based learning, simulation-based learning, case-based learning, incidental learning, among others. http://www.learning-theories.com/discovery-learning-bruner.html *encourages active engagement
*promotes autonomy, responsibility, independence the development of creativity and problem solving skills.
*a tailored learning experience Now here is an obligatory list from Bruner
of the Upside of Inquiry/Brain based learning: Are there any concerns?
That's a great question. *creation of cognitive overload
*teachers may fail to detect problems and misconceptions 1. Identifying similarities and differences
2. Summarizing and note taking
3. Reinforcing effort and providing recognition
4. Homework and practice
5. Nonlinguistic representations
6. Cooperative learning
7. Setting objectives and providing feedback
8. Generating and testing hypotheses
9. Cues, questions, and advance organizers Inquiry for the visually minded Let's look and listen to what Ken Robinson has to say about education from his TED lecture artfully articulated by RSA Animate. Even the ants know working together makes things better. Am I safe?
Can I eat, or mate with that? Primitive brain... In doing so, they teach each other,
and the whole mound thrives. Marzano asks teachers
to use inquiry/brain based
strategies because they
address the academic & social needs of learners. Graph from bww.yrdsb.ca Thank you. Yes, there is room for
the achievement chart. What about the Achievement Chart?
Funny you should inquire... It fits well within the realm of collaboration. It fits well within the realm of collaboration.
A task is one thing that still needs a frame around it. This includes the learning intentions and success criteria that can also be used as guides to inquiry or as a lens to deeper understanding and synthesis of new knowledge. Learning intentions and success criteria can be used as guides to develop inquiry,
or as a lens to deeper understanding and synthesis of new knowledge. TASK A task is one thing that
needs a frame around it.