Inquiry Based Learning Hilary Engward

1. Inquiry Based LearningHilary Engward

2. Introduction: “Tell me I forget Show me I remember Involve me, I understand • Involvement in learning implies possessing skills and attitudes that permit you to seek resolutions to questions and issues while you construct new knowledge

3. Context for Inquiry • Traditional education discourages inquiry • Effective inquiry is more than just asking questions • Not seeking right answers but seeking appropriate resolutions to questions and issue

4. Inquiry Classroom • Develop information processing and problem-solving skills • Student centered – Teacher facilitator • More emphasis on “how we came to know,” less on “what we know” • Assessment – progress of skills + content understanding • Use resources beyond classroom/school

5. TE vs. PBL/IBL - Differences • Traditional Education Classrooms: • Focuses more on Learning about • Focuses on thinking WHAT • Inquiry Based Learning Classrooms: • Focuses more on Learning • Focuses more on thinking HOW

6. Generic skills and attitudes • Teamwork • Chairing a group • Listening • Recording • Cooperation • Respect for colleagues' views • Critical evaluation of literature • Self directed learning and use of resources • Presentation skills

7. Role of Teacher - IBL • Reflects on the purpose and makes plans for inquiry learning • Plans for each learner to be actively involved • Encourages/Enables learner to take increasing responsibility for learning • Facilitates classroom learning • Accepts that teaching is a learning experience • Is alert to learning obstacles • Asks key types of questions – Why?, How do you know?, What is the evidence? • Student assessment made an ongoing part of the facilitation of the learning process

8. Role of Students- IBL • Learners in the process of learning • Accept an “invitation to learn” and willingly engage in exploration process • Raise questions, propose explanations, and use observations • Plan and carry out learning activities • Communicate using a variety of methods • Critique their learning practice

10. Examples of trigger material • Paper based clinical scenarios • Photographs • Video clips • Newspaper articles • Journal article family tree showing an inherited disorder • Lab results data • Care plan/pathway

11. Scenario

12. PBL/IBL Tutorial process • Scenario is presented by the facilitator • Group brainstorms to identify what the scenario is about: Chair chairs discussion Scribe records salient points of discussion 2) Group defines the problem/problems to be discussed. Aim is to arrange into tentative concepts: Chair chairs Scribe records a list of agreed problems

13. Group formulates workable learning objectives: Chair designates concepts equally across the group. Scribe records who is doing what. • Private study: students independantly gather information on their given learning objective and prepare to present back to the rest of the group. This will include handouts and reference lists.

14. Feedback session: Group shares results of private study: facilitator checks learning/may assess group. • Evaluation: Group evaluates their learning. • Chairs chair’s. • Scribe scribes. • How is phenomena organized? • Change? • Interrelate? • Communicate about, within, and across the phenomena

15. Advantages and Disadvantages • Student centred • Generic competencies • Integration • Motivation • Deep learning • Constructivist • Group dependant • Too generic • Too broad • Motivation • Surface learning • Resource intensive