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The Edkits and Inquiry-Based Learning: What, Why and How? What: Effective Inquiry Involves More Than Just Asking Questions

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The Edkits and Inquiry-Based Learning: What, Why and How? What: Effective Inquiry Involves More Than Just Asking Questions The EdKits and Inquiry-based Learning: What, Why and How? What: Effective inquiry involves more than just asking questions. When students work to convert information and data into useful knowledge, it involves a complex process. The successful application of inquiry learning involves several factors: - a context for questions - a framework for questions - a focus for questions - different levels of questions Well-designed inquiry learning results in the formation of knowledge that can be widely applied and appreciated by the student. Why: Memorizing facts and information is no longer as important a skill as it once was in our world. Facts change, and information is readily available through a wide variety of media; what today’s student must do is learn how to retrieve, organize and identify patterns in the mass of data. Students must extend themselves beyond mass data and information accumulation and move toward creating useful and applicable knowledge. This process is aided and supported by inquiry learning. Through the process of inquiry, students construct much of their understanding of the world, both natural and human-designed, past and present. Inquiry implies a "need or want to know" premise. The content of particular disciplines is very important, but as a means to an end, rather than as an end in itself. The knowledge base for disciplines is constantly expanding and changing. History as a discipline is no exception. Inquiry is not so much seeking the correct answer, because often there is none. Instead, inquiry seeks appropriate resolutions to questions and issues. How: Although questioning and searching for answers are extremely important parts of inquiry, there must be a conceptual context for learning. Students are not focused merely on content as the ultimate outcome of learning, nor are they asking questions and searching for answers about insignificant details. Well-designed inquiry-based learning activities are set in a conceptual context so as to help students accumulate knowledge and a greater understanding of the world, including our Canadian history and First Encounters as viewed from various perspectives. *Through the inquiry process, students will develop the skills to: analyse primary and secondary sources (historical evidence) with reference to: - reliability: determine reliability of primary and secondary sources, considering: - bias and point of view - context (including information on author, audience, situation, date) - language (use of emotional rhetoric) - supporting details and arguments - evidence from corroborating and conflicting resources: print, non-print, electronic 2 - use and analysis of maps and illustrations assess significant historical events in relation to: - social formation and change - political events - economic developments - cultural ideologies - geographic factors identify, develop, and present logical arguments to support a thesis (draw conclusions and present findings) relate multiple causes and effects to a range of historical events and assess the importance of each in relation to the others demonstrate historical empathy by showing the ability to understand the motives, intentions, hopes and fears of people in other times and situations *adapted from BC Ministry of Education, History 12 IRP Inquiry Question Levels Presented The inquiry questions presented for student consideration, research and presentation in each Learning Module are ordered from the most basic to the most complex, as follows: Definitional: Explain a specific term, concept or idea (What? Who?) Decision-making: Examine evidence so that a decision or conclusion can be made for action (Is...? If...would?) Comparative: Examine the similarities and/or differences between two or more things such as ideas, people, events (How do...compare to...? How is...more than...?) Ranking: Examine the hierarchical organization of items, ideas and events that share commonalities (How would you rank...? What are your priorities...? Is...more important than...?) Causal: Identify relationships among elements, cause and effect, similarities and differences (How is...affected by ...? What is the impact of...on...?) Speculative: Consider a hypothetical situation (If...how would...? If...how does...?) Each Learning Module contains approximately 12 graduated project questions, through which students from Grade 8 to Grade 12 are challenged to inquire, investigate, form connections and conclusions, and to represent their knowledge in a variety of ways. The inquiry questions run from the simple “definition” questions to the advanced “speculative” questions described 3 above, allowing students at all grade levels to work at their level of skill and ability within the inquiry process. Teachers are encouraged to involve students in prior discussion about the context of encounters between persons of different cultures in early Canadian history and how that could differ from what is encountered in present-day Canada. The Inquiry Process Recommended for First Encounters Projects Planning: Choose a topic area for inquiry Discuss and identify possible sources of information Decide upon a presentation format Establish a plan for inquiry Researching: Develop a research plan Locate and annotate resources Select information relevant to the inquiry topic Evaluate information (objectivity, accuracy, reliability) Recording and Connecting: Record information Make connections and inferences Developing: Organize information to reflect new learning Create a representation of learning Revise and edit Presenting: Present new learning and perspectives Engender audience interest, questions and perspectives Reflecting: Evaluate the inquiry process and plan Review and revise personal inquiry model Transfer learning to new situations, both in and out of school 4 Technology in the Classroom: First Encounters Projects Here is a list of excellent online resources that will enhance your students’ abilities to collaborate, to develop projects and to present their findings. All are available at no cost; all are easy to use and are powerful tools that enable students to represent their knowledge in a variety of ways. Please ensure that your district/school permits the use of online tools before using these resources. Tool Name: Google Docs Description: Google Docs is the internet equivalent of Microsoft Word. It allows for many of the same features that Word does including all major word processing actions and formatting. It has the added benefit of being completely online, free, and allows for collaborative editing. Why You Should Use It: Google Docs has two large advantages over Microsoft Word (or any other word processor). The first is that all documents created are available online all the time. This means that students (and you) cannot forget documents at home, or at school, when you want to work on them. The second advantage is the ability to collaboratively edit a document with multiple people, in real time. This means students working together do not have to send half finished parts to put into a master document. It also means that you as a teacher can see, in real time, exactly what progress has been made by each student. Possible Uses: The collaborative editing features are endless, however, success has been seen when multiple students are able to work on a document at any time without the concern they are editing an old copy. The editing features of Google Docs allow students to insert comments that others can discuss and eventually come to an agreement on the best course of action. How To Set It Up: As with most online tools, this tool requires you to have a working email address to associate with the account. If your students have email accounts they can each sign up. In the event they do not, a single class email account can be used. The second option limits some of the abilities in that you can not see who has made which edits, however, you do retain the ability to have multiple people working on the same document in real time. Step 1: Go to HYPERLINK "https://accounts.google.com/NewAccount" https://accounts.google.com/NewAccount Step 2: Fill in the email address that you would like to associate with this account, and choose a password. Step 3: Press “Learn More” beside Enable Web History to decide if you would like it to remain checked. 5 Step 4: Enter in your country and birthday and enter the two words you see in the box. In the event they are too challenging, press the circle with an arrow to reset them. Step 5: Press I accept. Create my account. How To Use It: Step 1: Go to: HYPERLINK "https://docs.google.com/" \l "home" https://docs.google.com/#home Step 2: Press Create (red button, left hand side). Step 3: Select Document You are now presented with a blank page much like any other word processor. Standard word processing tasks are in the top bar and menus. Some Google specific tasks are: Naming a Document At the top of the page you will see “Untitled Document”. Press once on that and rename the document. It is a good idea for students to name documents a common name - perhaps “Samuel and Jacques - Explorers of New France” so that you can easily keep track of multiple documents in your list. Sharing a Document This is where you invite others to use the document with you. It is a good idea for students to share to each of their group members and yourself. This way you have access to every class document but students are only able to access their own group members. Step 1: Press Share (Blue button, top right) Step 2: In the “Add people” bar begin typing in the email addresses of people who you would like to have access to the document. These addresses can be separated by a comma. They MUST be the same email address that was used to sign up for a Google account in the first place. Step 3: Choose what each person is able to do. “Can View” simply means they can view the document and make no changes. “Can Comment” means they can add comments to text without affecting the document.
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