Rediscovering Research: A Path to Standards Based Learning Authentic Learning that Motivates, Constructs Meaning, and Boosts Success

What are the BIG IDEAS? Standards reform based on inquiry, reading for understanding, critical thinking, active learner. Skills and tasks and the test. Instructional design and assignments that MOTIVATE and result in understanding. Value added outcomes and inquiry based learning. Exploring the status quo. Exploring the possibilities.

Conventional Learning Passive learners Teachers are content oriented. Teachers provide information. Schedule is fixed/rigid. Curriculum is textbook driven, teacher focused, topic oriented, fragmented. Evaluation at the end. Right answers stressed. What do we know? Teacher assesses. Grade is the goal. Classroom resources only. Technology for its own sake.

Inquiry-Focused Learning Active, engaged learners. Teacher facilitator. Student centered. Flexible scheduling. Collaborative school culture. Standards driven, depth emphasis. Thematic, problem-based, integrated. Assessment ongoing, student and teacher assess; goal is improving learning. Asks, “How do we come to know?” Expanded resources base, school and beyond. Technology as a tool.

Features of the BIRD REPORT Let’s hear the voice of experience!

Features of an Inquiry Based Unit Students work in teams to solve problems, conduct research, share findings. Instructors practice active listening, facilitative questions, observation to guide rather than direct learners. Students move from classroom to library media center, to computer lab as needed. Collaboration between teacher, library media specialist, tech coordinator, and more. Planned and taught together. Content standards basis of theme or problem.

More features of Inquiry-Focus With background knowledge, students select specific focus for their research and choose formats of their presentations. An overarching question demands deeper analysis and synthesis. Curricula are integrated: information literacy, ELA, Social Studies or Science. Students keep process journals, reflect. Instructors monitor student progress, encourage thinking and thoughtful action. Assessment guides change in teaching and learning strategies.

INQUIRY PROCESS Connect- to self and previous knowledge, background knowledge Wonder – develop questions Investigate- find and evaluate information, think, pose new ??? Construct – build new understanding, draw conclusions Express- apply understanding, communicate new ideas Reflect- on the process of new learning and understandings

Learners Engaged in Problem Solving and Inquiry-- Use resources to understand background basics of topic chosen. Frame open ended questions relevant to them. Find meaning in text. Use multiple resources. Evaluate information for usefulness, accuracy. Generate new questions. Seek additional resources. Organize information in a meaningful way. Discuss their ideas, conclusions, strategies with teachers and peers. Plan and design a way share their understanding with a meaningful audience.

So…conclusions Learning is inspired and purposeful Real world problems shape the curriculum Big questions drive the projects Learning extends beyond the classroom and school Comprehension increases Interpersonal skills grow Motivation is enhanced Authentic tasks and assessments

NCLB and Inquiry Inquiry learning helps to achieve NCLB targets. Extensive research base demonstrates connections to student success. Inquiry based projects align with state standards, content and performance indicators. Emphasis on thematic and issues approach to learning moves learner away from tasks based on recall. Tasks based on application of concepts, synthesis, interpretation and evaluation of information are inherent in inquiry. Learning goals identified and assessment criteria developed to measure desired outcomes. NCLB stresses research-based approaches backed by abundant research.

Research on Moving from Rote to Inquiry Questioning is at the center of the learning experience. Students negotiate direction of learning. Learning is social and interactive. Solving problems is integral. Students learn by doing. Products and tasks reflect application and transfer of knowledge. New learning needs to be applied, used. Assessment is ongoing Learning is authentic