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Engaging Students with Inquiry- Based Learning Neil Stephenson Professional Development Seminars March 20, 2015

Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

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Page 1: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

Engaging Students with

Inquiry-Based

Learning Neil Stephenson

Professional Development Seminars March 20, 2015

Page 2: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned
Page 3: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

What I learned at CSS •I want students to experience deep,

meaningful, connected learning

• Inquiry is hard to do well

• Inquiry is not projects or posters, its a mindset of curiosity, wondering and thinking

• It’s a journey - be slow and thoughtful

• Inquiry works best when teachers do it too

Page 4: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

inquiry-based learning

problem-based

learning

project-based learning

design-based thinking

challenge-based

learning

constructivist learning theory

Page 5: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

Types of student inquiry

Structured Inquiry

Students follow the lead of the teacher as the whole class engage in one collective inquiry together.

Controlled Inquiry

Teacher chooses topics and identifies the resources students will use to answer questions.

Guided Inquiry

Teacher chooses topic/question and students design product or solution

Free Inquiry Students choose their topics without reference to any prescribed content.

(Fitchman, 2011)

Page 6: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

What inquiry is NOT!

• Research projects

•‘Letting em loose’

• Just‘hands-on’ learning

• Multi-day/week projects

• Giving up what currently works

Page 7: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

Why Inquiry?

Page 8: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

Research has shown positive effects on learning when students are required to

construct and organize knowledge, consider alternatives, apply critical

thinking processes, and communicate effectively to audiences beyond the

classroom.

There is a growing body of research indicating that students learn more deeply and preform

better on complex tasks if they have the opportunity to engage in more ‘authentic’

learning.

Why Inquiry? Linda Darling-Hammond

Page 9: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned
Page 10: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

Effective Teaching Practice (What Did You Do In School Today, 2009)

1.Teachers as Designers of Learning

2. Student work is worthy of their time and attention, is personally relevant, and deeply connected to the world in which they live.

3. Assessment practices improve student learning and guide teaching practices

4. Teachers foster a variety of interdependent relationships

5. Teachers improve their practice in the company of peers

Page 11: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

from Buck Institute of Education

Page 12: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

context: purpose

relevance engagement

Page 13: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

Authenticity

What will students find interesting, controversial or shocking about a topic?

How might curriculum be turned into problems, puzzles, questions and issues as the context for

learning?

How will students design, test and build their own ideas, theories or creations?

Where does the curriculum live in the ‘real world’?

Page 14: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

Real World Connections

Page 15: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

Dan Meyer 3 act math

Page 16: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

Act 1: hook them clearly and visually

Page 17: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

Act 2: drop in resources/tools

Page 18: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

Act 3: resolution and sequel?

Page 20: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

authentic sources of data

Page 21: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

Real world issues and controversies

Shelley Wright @wrightsroom http://shelleywright.wordpress.com/

Page 22: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

Authenticity

To the world To the ‘discipline’

Page 23: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

Discussion

•Talk about the most engaging lesson or task you’ve seen/taught/heard about •What were the characteristics?

Page 24: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned
Page 25: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

"Authenticity provides opportunities for learning, but does not guarantee it." Linda Darling-Hammond, Powerful Learning

Page 26: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned
Page 27: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

KDB Framework:

1. Know The content that is mandated by the curriculum (factual, conceptual, procedural, metacognitive). 2. Do Cross-curricular skills and competencies. Higher Order Thinking skills. Habits of. Mind. 3. Be Character Education. Personal and social competencies.

Page 28: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

“It’s never just about ‘doing’ - learners are trying to get better at

something”

Construct the learning around that.

Page 29: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

What are the 3 subject-specific things you want students to get better at?

How are these consistently embedded

into how you design learning for students?

Page 30: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

Make Learning visible •What is worth knowing about a topic?

•Through this task I want students to understand that..

•Through this task students will get better at...

•Kath Murdoch: frame learning intentions as questions

Page 32: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

Meier: habits of mind •Questions of viewpoint “who is speaking?”

•Questions of connections and patterns “what causes

what?”

•Questions of evidence “how do we know?”

•Questions of supposition “how might things have

been different?”

How might you structure a unit/project/year plan around

these questions?

Page 34: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

Strong Work in Mathematics

Inquiry •Reasoning: ◦Develops mathematical conjectures; ◦Tests examples and counter-examples; ◦Tries to explain why observed patterns are true and under what conditions they hold •Problem Solving: ◦Develops a plan, modifies it as needed, simplifies if possible; ◦Identifies sub-problems and relates them back to the main problem; ◦Considers strengths and weaknesses of various strategies and how strategies are related •Modeling / Mathematizing: ◦Describes situations mathematically (i.e. “mathematizes” rather than applies a teacher-given tool); ◦Considers strengths / weaknesses of model (e.g. “Is weight ÷ track area an appropriate way to describe ‘sinkability’?”); ◦Generalizes models of individual situations to models that work in a variety of situations Knowledge •Procedural Competence (strategies): Uses established procedures appropriately and accurately; considers reasonableness of answers •Conceptual Understanding (big ideas): Understands connections between various mathematical topics (e.g. connections between multiplication and division; linear relations and proportionality) Mathematical Work Habits (Productive Disposition) •Considers alternative ideas •Tolerates ambiguity •Willing to try own ideas before seeking help Establishing and Supporting Mathematical Community •Contributes to class discussion re: the development of ideas and solving of problems •Connects contributions to what others have said or done (This goes with....; I agree with....; I disagree with...; I think I see what ... means by ...; Another way of saying that might be….) •Respects other people and ideas; i.e. works hard to understand other views (asks questions, paraphrases, etc.) Communication •Shows work (uses writing, charts, diagrams, models, etc.) •Organizes complex ideas •Uses appropriate mathematical terminology and notation

Page 35: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned
Page 37: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

Projects vs. Inquiry

What question is the project answering?

What are you making vs. what are you learning?

Page 38: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

Fact

s

Fact

s

Fact

s Topics

Enduring Understandings

The Structure of Knowledge (Know) and How it Connects to the “Do” Drake, Reid and Kolohon

(2014)

Page 39: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

Provocations in Reggio

Page 40: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

9th Grade: Identity

10th Grade: Systems

11th Grade: Change

12th Grade: Creation

Page 41: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

“Fertile” Questions (Birkdale Intermediate School)

Open: Have several different or competing answers

Undermining: Make learners question their basic assumptions

Rich: Cannot be answered without careful and in-depth research

Connected: Relevant to the learners

Practical: Can be researched given the available resources/student ability

Page 42: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

Are there enough trees in the

Weaselhead to provide oxygen

for Calgary’s population?

Page 43: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

FROM RESEARCH PROJECTS TO KNOWLEDGE

BUILDING

Page 44: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

Through-Line Questions

•Through-line questions ask provocative and relevant questions that encourage teachers and student to make connections between:

•Self

•Subject matter

•Society

Page 45: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

Students Re-imagining Their World

Page 47: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

Knowledge Building Communities: Scardamalia & Bereiter

Topic Topic

Focus is directed at product/tool Focus is directed at ideas

“Shallow Constructivism” “Deep Constructivism”

“Choose a body system and create a presentation for the rest of the class”

“Am I healthy individual?”

Page 48: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

From Doing to Knowledge Building

• Ideas are central and treated as real objects

• Ideas are treated as improvable (and not one right answer)

• Idea diversity in critical to improvement

• Everyone in the community is responsible to improve ideas

• Public sharing of knowledge is a key element of the learning

Page 49: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned
Page 50: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned
Page 51: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned
Page 52: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned
Page 53: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

• Achievement for all is possible and changeable (growth mindset)

• Teaching and learning is visible (passion, engagement)

• Clear goals (appropriate, specific and challenging)

• Regular and focused feedback

Page 54: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

• The mistake I was making was seeing feedback as something teachers provided to students...

• It was only when I discovered that feedback was most powerful when it is from the student to the teacher that I started to understand it better.

• When teachers seek, or at least are open to, feedback from students as to what students know, what they understand, where they make errors, when they have misconceptions, when they are not engaged—then teaching and learning can be synchronized and powerful. Feedback to teachers helps make learning visible.

• Hattie, 2009

Page 55: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned
Page 56: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

1) Multiple Drafts: In most schools, students turn in first

drafts – work that doesn’t represent their best effort and that is typically discarded after it has been graded and returned. In life, when the quality of one’s work really matters, one almost never submits a first

draft. An ethic of excellence requires revision.

Page 57: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

2) Critique: Formal critique sessions give students the opportunity to learn from each other’s work and from each other’s feedback in a structured, safe context – this can include critique of the process (‘how i made this thing’) as well as product (‘the thing i made’). Critique sessions can become lessons in their own right, because they provide the opportunity for teachers to introduce concepts and skills at a point when students will be eager to learn them. equally importantly, they bring students’ misconceptions about the project to the surface, so that the group can respond to them.

Page 58: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

3) Public Exhibiton: When students know that the work they are

creating in a project will be displayed publicly, this changes the nature of the project from the

moment they start working – because they know they will need to literally ‘stand by’ their

work, under scrutiny and questioning from family, friends, and total strangers.

Page 59: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

• “time should be built into projects or problems for students to reflect deeply on the work they are doing and how it relates to larger concepts specified in the learning goal, including deep questioning about process and understanding.”

•Linda Darling-Hammond

Page 60: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

Challenge Based learning

reflection prompts

Page 61: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned
Page 62: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

learning beyond the ‘teachers desk’

Page 63: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

Publishing Student work

Page 64: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned
Page 65: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned
Page 66: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned
Page 67: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

Taking ideas public with QR codes

Page 68: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

from Buck Institute of Education

Page 69: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

Where are your current strengths on the diagram?

Is there a place on the diagram you’d like to grow?

Which (if any) examples from today stood out to so far?

Page 70: Engaging Students with Inquiry- Based Learning€¦ · Engaging Students with Inquiry-Based Learning Neil Stephenson Professional Development Seminars March 20, 2015 . What I learned

• Creating beautiful work of lasting value is the most important thing we do.

• We believe the first issue in middle school and high school education is engagement; if you don't have that, you don't get very far with anything else.

• Engaging kids in work where they are pursuing their interests and passions, working in a community of learners, and seeing what is possible is inspiring to them. It creates ownership and engagement, and then a lot of the skills you need to succeed in school and life kind of trail along

Rob Riordan - High Tech High

(www.hightechhigh.org/projects)