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Copy of Inquiry learning - WebQuest

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by

Nicole West

on 7 August 2015

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Transcript of Copy of Inquiry learning - WebQuest

Part 1 - Introduction
Instructors should create a "hook" here, to get students interested in the project. The inquiry process starts here with students internally questioning what's about to happen, and what they are about to learn.
Part 2 - The Task

An explanation of what the student is going to do is provided, along with a description of the product or assessment.
The instructor provides students with the sources needed to complete the task. Information sources can include websites, articles, databases, books, magazines, videos, handouts, etc. In other words, the instructor curates a collection of resources the student needs to get information required for the task. These focused resources guide students to the appropriate information.
Active Learning
Part 4 - Evaluation
Evaluation can take many forms. Whatever type of evaluation the instructor implements, there should be evidence from the student's work that critical thinking has occurred.
Parts 5 & 6 - Conclusion & Reflection
The conclusion brings closure and encourages reflection.
Part 3 - The Process
What does
a college classroom
full of students
look like?
Investigating a topic in context?
Working on a group project?
Or are they?
Listening Only?
What are students
DOING
in your class?
is how we prepare students to enter the conversation that is our discipline.
Active learning…
Tell me and I'll forget.
Show me and I may remember.
Involve me and I'll understand.
Solving a problem together?
Sharing their ideas?
An instructional strategy where students do more with content than just listen to it. They are
THINKING
about it,
WRITING
about it,
TALKING
about it,
FIGURING OUT
how it works in the real world, and
CREATING
new knowledge related to it.
What is Active Learning?
Your colleagues might say...

I've been lecturing for years and have the best teaching evaluations in the department.

I'm living proof that lecturing works - I learned from lectures.

There's so much content to cover, I don't want to take time out for those other methods.

Why should my course be different from all the other science courses on campus?

I need to get tenure, and teaching doesn't matter for tenure, so I don't want to put in the effort.

I teach large classes and don't want to lose control.
Choose your group number and take 5 minutes to come up with a 30-second elevator talk to counter these colleague's statements. We'll choose two groups to act out your "talk".
Overcoming Objections
Full transcript