Inquiry-Based Learning: A Project-Based Approach Is Enjoyable For Everyone Involved. Can Fun
Inquiry-Based Learning: A Project-Based Approach Is Enjoyable For Everyone Involved. Can Fun
Inquiry-Based Learning: A Project-Based Approach Is Enjoyable For Everyone Involved. Can Fun
Can fun
activities really promote learning? Over the past decade an increasing
number of studies have shown the positive impact of project-based learning
on achievement.
-Project-based learning, problem-based learning, and inquiry-based
learning all three closely relate to the information processing approach.
They all fit well with technology-rich learning environments where the
focus is not on the hardware and software, but on the learning experience. In
each case, technology is used to facilitate learning. It may be a tool to
organize ideas (such as Inspiration), search for current information (such as
an online news source), or present ideas (such as PowerPoint presentations).
However the focus of learning environment is the student's excitement about
solving a problem or addressing an issue they find meaningful.
-An approach to learning focusing on developing a product or creation.
The project may or may not be student-centered, problem-based, or
inquiry-based.
Problem-based Learning-An
approach to learning focusing on the process of
solving a problem and acquiring knowledge. The approach is also
inquiry-based when students are active in creating the problem.
Inquiry-based Learning
A student-centered, active learning approach focusing on questioning,
critical thinking, and problem-solving. It's associated with the idea "involve
me and I understand."
Cooperative Learning
Cooperative learning is a successful teaching strategy in which small teams, each with
students of different levels of ability, use a variety of learning activities to improve their
understanding of a subject. Each member of a team is responsible not only for learning
what is taught but also for helping teammates learn, thus creating an atmosphere of
achievement. Students work through the assignment until all group members
successfully understand and complete it. Cooperative efforts result in participants
striving for mutual benefit so that all group members: gain from each other's efforts
(your success benefits me and my success benefits you); recognize that all group
members share a common fate (we all sink or swim together here); know that one's
performance is mutually caused by oneself and one's team members (we can not do it
without you); and feel proud and jointly celebrate when a group member is recognized
for achievement (we all congratulate you on your accomplishment).
2. Face-to-Face Interaction
In this condition, each group should be: orally explaining how to solve problems;
teaching one's knowledge to other; checking for understanding; discussing concepts
being learned; and connecting present with past learning.
Keeping the size of the group small. The smaller the size of the group, the
greater the individual accountability may be.
Giving an individual test to each student.
Randomly examining students orally by calling on one student to present his or
her group's work to the teacher (in the presence of the group) or to the entire
class.
Observing each group and recording the frequency with which each
member-contributes to the group's work.
Assigning one student in each group the role of checker. The checker asks other
group members to explain the reasoning and rationale underlying group
answers.
Having students teach what they learned to someone else.
5. Group Processing
In this condition group members should discuss how well they are achieving their goals
and maintaining effective working relationships, describe what member actions are
helpful and not helpful, and make decisions about what behaviors to continue or change.
2. Think-Pair-Share
It involves a three step cooperative structure. During the first step individuals think
silently about a question posed by the instructor. Individuals pair up during the second
step and exchange thoughts. In the third step, the pairs share their responses with other
pairs, other teams, or the entire group.
5. Three-minute review
Teachers stop any time during a lecture or discussion and give teams three minutes to
review what has been said, ask clarifying questions or answer questions.
9. Partners (Kagan)
The class is divided into teams of four. Partners move to one side of the room. Half of
each team is given an assignment to master to be able to teach the other half. Partners
work to learn and can consult with other partners working on the same material. Teams
go back together with each set of partners teaching the other set. Partners quiz and
tutor teammates. Team reviews how well they learned and taught and how they might
improve the process.
Think-Pair-Share
This approach is particularly useful in large class lectures. When you come
to a natural break or transition point in your lecture, take a few moments
and instruct the students to first think about what you have said; you might
give them a question to consider to help focus them on the idea. Then, ask
them to pair up with someone next to them and share their ideas with their
partner.
Pyramids
Students work alone, then in pairs, in fours, and in larger groups. The
benefits of this method include encouraging interaction among students,
especially students who are reluctant to speak out in class.
Pairs Problem-Solving
The students work in pairs to solve a problem assigned to the class. One partner
reads the problem and thinks aloud while the other listens 聽 constantly
checking for accuracy. The listener works alongside the problem-solver,
understanding each step and asking for clarification where necessary. If the
problem-solver makes a mistake, the listener points it out but does not correct
it. The constant vocalization in this method is important because it shows
students that there are many valid ways to reach the solution.
Study Groups
Facilitate development of study groups outside class. This helps students get to know each
other so they feel more comfortable actively learning in class.
The students are free of language control. In all three stages they must use all
their language resources rather than just practicing one pre-selected item.
A natural context is developed from the students' experiences with the language
that is personalized and relevant to them.
The students will have a much more varied exposure to language with TBL. They
will be exposed to a whole range of lexical phrases, collocations and patterns as
well as language forms.
The language explored arises from the students' needs. This need dictates what
will be covered in the lesson rather than a decision made by the teacher or the
course book.
It is a strong communicative approach where students spend a lot of time
communicating.
It is enjoyable and motivating.