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The use of Guided Group Inquiry (GGI) to facilitate students achieving the
Intended Learning Outcomes (ILOs) of Work based learning
Principal Investigator: Dr Chan Yue-kuen Estella Co-Investigators: Ms Frances Wai-hing Leung Mr Simon Wu Mr Joannes Lee Dr. Phoebe TsoiTeaching Development Grant – Sharing session
10 Dec 2008TDG Project No. 6000137 PI: Dr Chan Yue-kuen (SS)
Background
• Work based learning / ILOs• Guided Group Inquiry (GGI)
2 x 2 hours inquiry group Facilitated by instructors
• Inquiry based group learning• Semi-structured / instructor led
TDG Project No. 6000137 PI: Dr Chan Yue-kuen (SS)
Our Team (SS)
• Principal Investigator: Dr Chan Yue-kuen Estella
• Co-Investigator(s):Ms Frances Wai-hing Leung, Mr Simon Wu, Mr Joannes Lee, and Dr. Phoebe Tsoi (who resigned but remained on the team)
TDG Project No. 6000137 PI: Dr Chan Yue-kuen (SS)
The ILOs
• One of the major themes – to become a reflective professional
• E.g. taking greater control and responsibility for their own learning in this practicum
• formulating generalizations and abstractions
• ……. • DEEP LEARNING?
TDG Project No. 6000137 PI: Dr Chan Yue-kuen (SS)
Our curiosities ?
• Teaching requires a degree of curiosity !
• What works and what does not? • How to make the best use of these
GGIs ?• And how to achieve deep learning?
TDG Project No. 6000137 PI: Dr Chan Yue-kuen (SS)
How do we understand GGI
• Inquiry based vs problem based• No fixed answer ???• A space for inquiry !!!!• Students take charge with teacher’s
guidance • Time limited
TDG Project No. 6000137 PI: Dr Chan Yue-kuen (SS)
Research Methods
• More than 10 sessions of guided group inquiry (GGI) were conducted, recorded and transcribed
• Two focus groups were conducted to collect comments from students
• After attending each GGI session, students were requested to write up an reflective report on their learning
TDG Project No. 6000137 PI: Dr Chan Yue-kuen (SS)
Coding system
• A coding system was developed to analyze the massive data on the verbal interactions collected from video-tapes of 9 GGI sessions, based on a coding system of a process study in analyzing verbal interactions in tutorial groups
TDG Project No. 6000137 PI: Dr Chan Yue-kuen (SS)
Preliminary findings – Group A
• 5 students• Setting specific• Orientating questions from 33%(44) to 29% (86)• Exploratory questions from 23% (31) to 27% (89)• Discovery questions from 15% (20) to 5% (16)• Cumulative questions from 17% (22) to 16% (47)• Reflective statement from 7% (9) to 14 % (42) • Major contribution from Instructor – Exploratory
questions 68% (21) to 53% (42)
TDG Project No. 6000137 PI: Dr Chan Yue-kuen (SS)
Group A
• Substantial increase in the proportion of their reflective statements in the second session (from 9 to 42 )
• What induced the change?
TDG Project No. 6000137 PI: Dr Chan Yue-kuen (SS)
Preliminary findings – Group B
• 3 students• Setting specific• Orientating questions from 95%(60) to 100% (64)• Exploratory questions from 68% (43) to 76% (25)• Discovery questions from 100% (30) to 32% (16)• Cumulative questions from 100% (108) to 100%
(52)• Reflective statement from 7% (9) to 14 % (42) • Major contribution from Instructor – Procedural
statements 100% (21) to 63 % (42)
TDG Project No. 6000137 PI: Dr Chan Yue-kuen (SS)
Preliminary findings – Group F
• 7 Students • Subject specific• Orientating questions from 88%(107) to 88%
(73)• Exploratory questions from 28% (22) to 31%
(19)• Discovery questions from 71% (12) to 89% (24)• Cumulative questions from 100% (1) to 0% (0)• Reflective statement from 0% (0) to 100 % (19) • Major contribution from Instructor – Exploratory
statements 72% (56) to 69 % (42)
TDG Project No. 6000137 PI: Dr Chan Yue-kuen (SS)
Reflective statements
• there a substantial increase in the proportion of their reflective statements in the second session
• For Group A, from 9 to 42• For Group B, from 9 to 42 • For Group F, from 0 to 19• Does that imply a higher level of
learning?
TDG Project No. 6000137 PI: Dr Chan Yue-kuen (SS)
Platform for diversity Theory 0 0 0 2
Client 1 4 1 4
Colleagues/supervisor 0 2 0 4
Practice 6 4 4 13
Social welfare policy 0 0 0 1
Agency/service delivery 0 3 1 4
Staff role 0 3 1 4
Professional role 1 5 1 4
Ethical 0 1 0 0
Others 0 4 0 0
Total 8 26 8 36
TDG Project No. 6000137 PI: Dr Chan Yue-kuen (SS)
The teachers’ teaching roles in GGI
• Overall speaking, exploratory questions and statements, including open question/statement, critical question/statement and verification question/statement were important communicative activities for the instructor in subject based as well as setting based sessions in order to facilitate the GGI process.
TDG Project No. 6000137 PI: Dr Chan Yue-kuen (SS)
Selective feedbacks from students
• “….from the process, I can listen different ways about how to deal with the different situation from different students. Some of the opinions and the situations were I never thought it. It can prepare me to have psychological preparation to face the similar problems. During discussion, I also can think critically about the possible ways to solve the situation that classmates raised. It provides a space for me to think”. Student A
• “I think what I have learnt most is to view an event from another perspective, and to have self-reflection on more levels. Student B
TDG Project No. 6000137 PI: Dr Chan Yue-kuen (SS)
Our next questions
• What kinds of students would benefit most from GGI?
• How about cultural difference? • What sort of learning would that the
form of teaching and learning be best for?
• How to manage student’s expectation?
TDG Project No. 6000137 PI: Dr Chan Yue-kuen (SS)
3 S - Clues for teachers?
• Structure - providing procedural and exploratory statements
• Space – keep my mouth shut
• Safety – provide supports and allow for diversity
Thanks for Your listening
and participation
TDG Project No. 6000137 PI: Dr Chan Yue-kuen (SS)