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 Tsoi Teaching Development Grant – Sharing session 10 Dec 2008 TDG Project No 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 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 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 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 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 teachers guidance Time limited TDG Project No 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 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 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 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 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 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 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 PI: Dr Chan Yue-kuen (SS)

Platform for diversity Theory0002 Client1414 Colleagues/supervisor0204 Practice64413 Social welfare policy0001 Agency/service delivery0314 Staff role0314 Professional role1514 Ethical0100 Others0400 Total TDG Project No 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 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 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 students expectation? TDG Project No 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 PI: Dr Chan Yue-kuen (SS)