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| https://www.edutopia.org/blog/training-the-brain-to-listen-donna-wilson |
So, it's week nine already? Man, this semester is flying! Anyways, this week my peers and I were asked to explore the world of Inquiry-Based Instruction. My first thought when hearing these words was the science fair. This is somewhat true however this type of instruction is much more structured than simply making a board with different breeds of pigs on it.
The Inquiry-Based
Method of learning relies on 5 important steps:
1. Question
2. Investigate
3. Describe,
Explain, Predict
4. Make
Connections
5. Share Findings
These are the
steps our students will be taking. So how do we facilitate this as an
instructor?
Here's the steps:
1. Inquisition
This is where we
gain student interest. We must determine where we want the learning to go. What
are we trying to accomplish with this learning experience? We need to plan
"with the end in mind."
2. Acquisition
We must get the
ball rolling. Through this we need to get students talking and discussing the
question and possible solutions to the question. It is essential that we spark
interest in our students.
3. Supposition
This is where
students create their hypothesis. It is essential that we make sure students
understand the importance of a good hypothesis. We may have to provide some
examples so they can visualize what their hypothesis might look like.
4. Implementation
How will the
students test their hypothesis? Is it a true test of their hypothesis? What
other factors are there? This may be the first time our students use the
scientific method. It is important they gain a clear understanding "right
out of the gate."
5. Summation
What does the test
say? Are students analyzing the information correctly? Are there any
misconceptions leading to a faulty understanding? It is important that we stay
engaged in the students' learning process and steer them in the right
direction.
6. Exhibition
Share what you
have found! Students must finish this experience with sharing their findings
and conclusions. This could be in a lab write up, a class presentation, a
poster, etc.
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| http://www.ariadnewealth.com/what-we-know/scientific-method |
The best teachers
know how to get students interested and motivated to find the answer. I think
generating interest is very doable when students have a previous experience in
the statements content. However, if students are having trouble connecting, I
feel it could be extremely difficult. I feel after doing the reading and
reflecting I have an understanding of how I will pull this off. I just need to
figure out how to motivate the uninterested student.
Matt,
ReplyDeleteWhat is one thing you would teaching with this method in the Spring?
DF
I will use this in my farm management course for sure! Probably during my production crop unit.
DeleteI think finding their interests will help you find how to interest them.
ReplyDeleteWith IBI the process is the main focus, not the outcome. We are helping students develop a mindset. By using the scientific method and systematically searching for answers, the students will learn skills necessary for lifelong learning.
ReplyDeleteAs a heads-up, inquiry will appear as "organized chaos" in the classroom because each student/group will create their own meaning from an assignment (which is fantastic and scary all at the same time!) In one of our CASE activities for Intro to Ag, students design their own plant growth experiment and there are literally students moving in 25 different directions. When this activity comes around, I assume the role of a facilitator helping each group as little or as much as needed.
ReplyDeleteThanks for your input! Do you have some tips for covering this many students with different ideas? How do you keep students from going down the wrong path?
DeleteMatt,
ReplyDeleteI appreciated your emphasis on interest. However, my suggestion is to consider the concept of curiosity as opposed to interest. Interests can be confining because they require past knowledge or experience - constricting experiences you may use as a teacher to initiate inquiry-based instruction and, potentially, resulting in labeling some students as "uninterested." However, replacing the concept of "interests" with "curiosity" opens the doors to identifying inquiry-initiators which extend beyond the past knowledge and experiences of students. Additionally, given the human nature of curiosity, you will be less likely to find students who are not curious.
Instead of asking yourself, "what are students interested in?" consider asking yourself "what would students be curious about?" I hope this subtle shift opens up opportunities to apply a broader range of experiences in your inquiry instruction.
Aaron McKim
Michigan State University
I think that you will find that after students are given ownership in their learning, they will enjoy the challenge! Let me know if there is anything that I can do to help you in your journey!
ReplyDelete