Enquiry Based Learning

1. Enquiry Based Learning Professor David Leat David Leat: EBL

2. ‘Since we do not know what kind of information will be needed in the 21st century, it is senseless to teach it in advance. Instead we should be turning out people who love learning so much and learn so well that they will be able to learn whatever needs to be learnt.’ John Holt, 1964 David Leat: EBL

3. High stakes assessment • Wherever in the world high stakes national assessments have been introduced the following happens: • Results go up • Teachers teach to the test • The curriculum narrows • Student anxiety increases • Encourages performance orientation and superficial learning David Leat: EBL

4. Language that allows teachers to think differently is drowned out Objectives Targets Standards Safeguarding David Leat: EBL

5. So what is Enquiry? • It is a process of doing and thinking driven by curiosity, hunches and questions (it is not routine) • It can be independent or supported, formal or informal, individual or collaborative • It is fed by drawing upon or acknowledging other perspectives or voices, and opens us to being changed (self enhancing/correcting) • It may involve the making of new products, produce, performances, art, services, endeavours or decisions • Learners assume as much responsibility as possible • Any assessment has to have regard to the whole person • It may well be ‘troublesome’ David Leat: EBL

6. A simple Enquiry model David Leat: EBL

7. What is the best potato to grow from seed? David Leat: EBL

8. Enquiry Based Curriculum and Learner Relationships

9. Enquiry Based Curriculum and Learner Relationships

10. An opinion line Harmony Tension David Leat: EBL

11. harmony? or tension? David Leat: EBL

12. How you know it’s working • More and better talk which reflects thinking • Connections being made • Serious talk • Playful talk, jokes and laughter • Hand movements, frowns, smiles, body language • Pupils changing their minds (occasionally) David Leat: EBL

13. Student Enquiry into Enquiry Learning Solving a ‘Mystery’ Exploring the qualities we need to be Independent Enquirers – ‘Concept Star’ David Leat: EBL

14. David Leat: EBL

15. Enquiry -student voices from NE England You get to choose what experiments you do, as long as it is safe; You got to see things from different people and how they see it, so they made different sense; I always think I am right but when I listened … I realised I wasn’t. I never knew learning was like this; David Leat: EBL

16. Convergent pedagogy Assessment which starts from the aim to discover if the learner knows, understands or can do a predetermined thing is characterised by: • precise planning by the teacher and an intention to stick to it • closed or pseudo-open teacher questioning and tasks • authoritative, judgmental or quantitative feedback • an analysis of the interaction of learners and the curriculum from the point of view of the curriculum. David Leat: EBL

17. Divergent pedagogy Assessment which starts from the aim to discover what the learner knows, understands or can do: • flexible planning or complex planning which incorporates alternatives • primarily open tasks with questioning by teachers and learners directed at ‘helping’ rather than testing • exploratory, provisional or provocative feedback aimed at prompting further engagement from learners • an analysis of the interaction of learners and the curriculum from the point of view of both learners and the curriculum. David Leat: EBL

18. This means the facilitator does not know beforehand which direction will be taken! David Leat: EBL

19. Stages of development in Enquiry Learning Solid Gas Open Structured teacher directed Supported teacher-learner negotiated learner directed/teacher facilitated Liquid Teachers help learners to identify good ideas, questions or problems worth enquiring into and agree with them their learning or enquiry focus Teachers provide support with process; success indicators are negotiated and evaluation shared ‘Skilful neglect’ of learners to grant them discovery space Learners devise their own enquiry or project Teachers provide support and guidance when requested Flexible learning/assessment relationships Preparation is designed to enable improvisation (‘Jazz’) Structured activities help learners uncover the processes of learning, thinking and enquiry Introduction of practical tools and techniques to help learners develop appropriate skills Induction into a culture of learning and enquiry Adapted from ‘Studio Thinking Framework’ CP 2008, Lois Hetland David Leat: EBL

20. Degrees of freedom Solid Gas Philosophy for Children P4C Liquid Mini Enquiry Self Organised Learning Environments SOLEs Community of Enquiry Mantle of the Expert MoE David Leat: EBL

21. Three enquiry-based systems used in schools MoE P4C P4C SOLEs Community of Enquiry Imaginative Enquiry Independent Enquiry Teacher: Teacher: Teacher • takes on an ‘imaginary’ role e.g. manager • presents or facilitates the formulation of a question • selects ‘rich’ stimuli for philosophical enquiry • connects ‘frame’ ‘roles‘ & commissions’ to learner needs • facilitates dialogue • enlists supportive others: ‘Granny Cloud’ • models ‘confidence in uncertainty’ • co-directs ‘productive tension’ & ‘dramatic action’ • models genuine enquiry and honest evaluation • stands back and ‘let’s go’ • creates ‘props’ for signifying roles • facilitates sharing of learning Students: • share stimulus Students: Students: • motivated by need to know, puzzlement • make believe • motivated by puzzle’ - ‘cognitive conflict’ • motivated by ‘tension’ • formulate and agreethe enquiry question • organise and manage themselves • explore dramatic situations ‘in the now’ • in dialogue - create a deeper philosophical understanding • interrogate knowledge bases to find answers • gather info through enquiry learning

22. Some identified problems with these systems P4C Community of Enquiry Teacher: • selects ‘rich’ stimuli for philosophical enquiry • chooses stimuli with predictable questions and ‘comfortable’ answers • facilitates dialogue • lacks facilitation skills , unwilling to ‘dig deeper’, tendency to ask leading questions • models ‘confidence in uncertainty’ • uncomfortable with being confused, needs linear connection of ideas, loses track and panics • models genuine enquiry and honest evaluation • lacks authentic connection with philosophy, doubts the value of questioning everything Students: • share stimulus • unused to ambiguous, difficult to ‘read’ stimuli • motivated by puzzle’ - ‘cognitive conflict’ • motivated by the pleasure of ‘certainty’, ‘clever’ ones worried by not knowing • formulate and agreethe enquiry question • unused to asking ‘philosophical ’ questions and even questions they do not know the answer to • in dialogue - create a deeper philosophical understanding • unused to ‘exploratory talk’, bored by talk, immature habits of mind, …”it’s too hard!”

23. Mantle of the Expert– Dorothy Heathcote • A dramatic enquiry in which the class work as if they are a group of experts • They work from a point of view – with the responsibilities, language and behaviours of that community, as far as possible • Teachers have to plan to keep the imagined role ‘topped up’ David Leat: EBL

24. The ‘enterprise’ • identify an enterprise to run • a client who needs a job done • running the enterprise generates a wide range of learning opportunities which are relatively authentic • drama conventions help pupils take on other perspectives and tackle dilemmas David Leat: EBL

25. An enterprise • You are the organising committee for the Vegetable and Produce Show, which has not been run for 5 years • Client is the chairperson of the parish council • You have to plan and run the show – deciding on the ‘classes’, the entry rules, the criteria, the timing, venue, the publicity, the budget ... everything! David Leat: EBL

26. The Vegetable & Produce Show David Leat: EBL

27. David Leat: EBL

28. Armathwaite School • Grant to appoint a part time community development officer • She found and developed ‘enquiry’ partners in the community • Pupils researched, designed and made new sandwiches at the village bakery, weekend packages at the local dog hotel, and a wedding and reception at the local church David Leat: EBL

29. Six Thinking Hats: what do they mean? WHITE HAT THINKING What are the facts? Are there any figures that show what is happening? What information is missing? RED HAT THINKING How do people feel about this? Does everyone feel the same? How might people’s feelings change? BLACK HAT THINKING What problems are there? Should we be cautious or concerned? What are the dangers? YELLOW HAT THINKING What benefits are there? Can we make any savings? How might this help? BLUE HAT THINKING How could we get the information that we need? How can we best analyse this problem? How good is our thinking? What is the next stage? GREEN HAT THINKING What are our options? How creative can we be in addressing this? Does anyone have any better ideas? David Leat: EBL

30. How do teachers get to grips with Enquiry? Some expected pupil gains: engagement - they’ll want to be more involved in learning life skills - they’ll learn self-management, teamwork& how to learn culture of learning - partnership with staff, students & outside agencies Some feared teacher losses: role, status, comfort, confidence - we’re teachers not facilitators; it’s our job to help students avoid failure control - what happens if they can’t get on with each other? time - how will we cover the syllabus and how long is it going to take them to become independent enquirers? truth - how will we know if students are developing misconceptions? depth of understanding - what if they just ‘cut and paste’ information? straightforward assessment - how do we assess it? Teachers and pupils need: exploration expression encouragement experience

31. Teacher enquiry & knowledge-building cycle to promote valued student outcomes H. Timperley, A. Wilson, H. Barrar & I. Fung (2007) Teacher Professional Learning and Development Wellington, New Zealand: Ministry of Education David Leat: EBL