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Copy of Inquiry Based Learning Presentation
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Presentation Lucy Jellema S00118934 Piaget, Vygotsky, Dewey, Bruner Constructivism What is inquiry based learning? Definition Inquiry Based Learning's place in the new History Curriculum Integration in the History
Curriculum Inquiry Based Learning
in the Classroom Thank you for watching! The End “Tell me and I forget, show me and I remember, involve me and I understand” Chinese Proverb My theories on constructivism “encourage the development of educational philosophies and programs that emphasize children’s discovery learning” (Berk, 2012, p.19) Piaget I “viewed children’s levels of interest in a subject as being one of the best stimuli to their learning” (Gray & Macblain, 2012, p.19).
It is also very important for children to ‘learn through discovery and engage in problem solving’ (Gray & Macblain, 2012). Bruner Vygotsky I agree with Piaget “that children are active, constructive beings” but I also “view cognitive development as a socially mediated process” (Berk, 2012, p.25) My philosophy is “that education begins with the curiosity of the learner” (inquiry-based learning, 2011). Dewey Our theories of constructivism are all about student directed learning, making learning relevant to children by placing them at the centre of it. Our work on the theories of constructivism was the start of the development of inquiry based learning. "Inquiry Learning: a focus on asking and investigating personally relevant questions. The conclusion is not as important as the learning and thinking process. These questions might be controversial or have conclusions that are difficult to ascertain" (Larson & Keiper, 2011, p.236). "Inquiry learning is where the student takes a large degree of control over their own learning and so the learning is open ended and the final outcomes are not always easy to predict" (Reynolds, 2012, p.64). Inquiry Based Learning Teachers Role Student Centered Discovery Learning in the process Open ended questions Investigation Makes the learning relevant "Social constructivist teachers are likely to focus their efforts on helping their students find their passions, discover what they care about...and most importantly, connect who they are to what they do in school" (Oldfather, West, White & Wilmarth, 1999). 'The role of the teacher is to encourage children to become actively and purposefully engaged in what they do so they become intrinsically motivated' (Gray & Macblain, 2012). Collaborate/interpret Report Investigate Ask (Larson & Keiper, 2011). I think that inquiry based learning is a teaching strategy that is student centered. It is about children asking open ended questions and conducting an investigation in order to answer these queries. The learning takes place in the process and the final answer is not the most important part. The learning is relevant to the students as they started the investigation and are intrinsically motivated to find the information. m This is a 'wordle' created from the National Curriculum's introduction, rationale, aim and objectives. Notice the size and amount of words related to inquiry based learning:
engage "Students-develop knowledge and understanding about key historical concepts and develop the skills to undertake the process of historical inquiry" (Board of Studies, 2012, p.13) This is one of the objectives for early stage 1-stage 3. It expresses the importance of inquiry within the History classroom. "How have changes in technology shaped our daily life?" (Board of Studies, 2012, p.31). This is a 'key inquiry question' from stage 1 outcomes. There are a list of 'key inquiry questions' at the end of each set of outcomes within the National History Curriculum. They provide teachers and students with example questions that they could ask when participating in inquiry based learning for a particular topic This is a quote from the rationale statement for the National History Curriculum. "An investigation of a historical issue through a range of sources can stimulate curiosity and develop problem-solving, research and critical thinking skills" (Board of Studies, 2012, p.9) It is clear from these various quotes and examples from the National History Curriculum document, that inquiry based learning will be a key part of teaching History in the primary school setting across the stages. It is a teaching strategy that can be used across all outcomes and stages, this is reflected through the 'key inquiry questions'.
The National History Curriculum document supports and encourages the use of inquiry based learning as a key part of the history classroom. One of the ways to meet the educational needs of all the students in the classroom is to focus on curriculum that both promotes understanding and engages students. Student directed investigation is an important component of a social studies classroom that accomplishes this" (Larson & Keiper, 2011, p.235). "No teaching approach has greater potential for student involvement and engagement than student-directed investigation" (Larson & Keiper, 2011, p.236). How can students conduct it? There are a huge amount of ways in which children can both conduct their research and present their findings in the classroom. These are just some examples! puppet shows smart boards computers youtube museum newspapers books magazines ipads role play educational games mindmaps The list is endless! Through inquiry based learning in the HSIE classroom we are creating students that are engaged with themselves, their community, their country and the world! Reference List
Board of Studies. (2012). History K-10 Australian Curriculum-Draft Syllabus. NSW, AUS: Board of Studies
Gray, C., Macblain, S. (2012). Learning Theories in Childhood. London, UK: Sage Publications
Inquiry Based Learning. (2011). Retrieved from: http://www.inquiry-based.com/index.html
Larson, B., Keiper, A. (2011). Instructional Strategies for Middle and Secondary Social Studies. New York, US: Routledge Publications
Oldfather, P., West, J., White J., Wilmarth J. (1999). Learning Through Children’s Eyes. Washington, US: American Psychological Association.
Reynolds, R. (2012). Teaching History, Geography and SOSE in the Primary School. Melbourne, AUS: Oxford University Press