Inquiry-based learning and the discipline-based inquiry Mrs Bertrand and Mrs Bundevski – April 2016

Learning A DYNAMIC PROCESS WHICH NEEDS AUTHENTICITY FOR THE STUDENTS TO GAIN…: Knowledge about facts, symbols, concepts and rules of the subject field in question. The know-how to problem solve Knowledge about their own cognitive functioning. Self-regulatory skills. Positive beliefs about themselves as a learner. Ability to self-regulate one’s own learning

Discipline-based Inquiry: the concept The students experience appropriate versions of the ways knowledge is created, verified, and communicated with a particular discipline. Each discipline (e.g., science, mathematics, history) has its own particular ways of generating knowledge, verifying what counts as quality work, and communicating. As students learn best when the subjects are meaningful to them, student tasks must have “an authenticity, [and a sense] that the work being done in classrooms is ‘real work’ that reflects the living realities of the discipline being taught” (Friesen & Jardine, 2011).

Inquiry based learning: the principles BEYOND THE SCHOOL • The inquiry requires students to address a semi-structured question, issue or problem, relevant to curriculum outcomes, but grounded in the life and work beyond the school. • The inquiry leads students to acquire and use competencies expected in high performance work organizations (eg. team work, problem solving, communication, decision making and project management). ASSESSMENT Assessment guides student learning and teachers’ instructional planning. • On-going assessment is woven into the design of the inquiry study, providing timely descriptive feedback. Assessment is about designing activities that build understanding. It’s also about figuring out what students actually know, what they don’t, and how to determine the next steps in learning. AUTHENTICITY The inquiry originates with an issue, problem, question, exploration or topic that provides opportunities to create or produce something that contributes to the world’s knowledge. • Teaching and learning environments should replicate the conditions in which real-life researchers and other experts work. ACADEMIC RIGOR Students are provided with multiple, flexible ways to approach the problem, issue or question using methods of inquiry central to the disciplines. USE OF DIGITAL TECHNOLOGIES • Students use technology in a purposeful manner that demonstrates new ways of thinking and doing. Technology is essential in accomplishing the task. • Students are required to determine which technologies are most appropriate to the task. ELABORATED COMMUNICATION • Students have opportunities to choose forms of expression to express their understanding. • Students communicate what they are learning with a variety of audiences through presentation, exhibition, website, wiki, and blogs. CONNECTING WITH EXPERTS Students observe and interact with outside expertise, including professionals in the field of study. ACTIVE EXPLORATION Students spend significant amounts of time doing field and design work, labs, interviews, studio work, and construction.

Inquiry based learning: example Writing engaging stories

ASSESSMENT ELABORATED COMMUNICATION ACADEMIC RIGOR BEYOND THE SCHOOL LINKS WITH EXPERTS USE OF TECHNOLOGY AUTHENTICITY ACTIVE RESEARCH

Discipline-based Inquiry: into practice Defining Essential Questions Preparing your project Building the background knowledge to activities Getting hooked on a topic: Student engagement Designing Great Tasks

Assessment There has to be a clear focus on ‘understanding’. 3 essential elements of understanding (Wiggins, 2014) There has to be a clear focus on ‘understanding’. The assessments must align with the goals via ‘backward design’, The instructional practices must align with the goals. Several forms of assessment: Self assessment Peer assessment Teacher assessment

To know more about the inquiry-based learning Assessment: feedback, designing rubrics Focus on Technology Focus on the Interdisciplinary

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