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How can we truly engage our students and motivate them to take charge of their learning?
Either by posing a question or creating a problem that relates to real world topics, problem based learning motivates our students to want know more about those topics. Problem based learning initiates learning through interactivity and team work.
Inquiry and problem based learning are closely related. Inquiry and problem based learning are two methods of instruction, in which the learner takes ownership of their own education by: seeking answers, gathering data, finding solutions, making predictions, designing new methods, improving methods and designs, and relating it to real world problems and solutions.
Problem Based Learning
In problem based learning, students are given a problem or scenario to study. They identify all sides of the problem or the problems from the scenario that is given. After identifying and studying the problem,students generate a list of things they have to research or learn about and begin to generate solutions to the problem. This is very close to an investigatory type of approach to learning. The image below shows some of the steps that are taken during the PBL process. Interesting information and details can be found in the following articles Illinois Science and Mathematics Academy PBL Network and : Speaking of Teaching.
Image:Image courtesy of Eric Inglert, University of Cincinnati
Inquiry-Based Learning
Inquiry- based learning is very similar to problem based learning because it makes use of the students' investigatory skills. The students are engaged at the beginning of the unit with scenarios, or hands on activities. Out of which, the students formulate questions and procedures to investigate possible solutions.
Role of the Teacher
The teacher should not be the source of all knowledge, instead the teacher serves as a leader that guides the students in the right path to constructing their own knowledge. When the learners seek their own knowledge, it results in more deeply rooted learning.
“I am deeply convinced that a statistically significant improvement would occur if more of us learned to listen to our students . . . By listening to what they say in answer to carefully phrased, leading questions, we can begin to understand what does and does not happen in their minds, anticipate the hurdles they encounter, and provide the kind of help needed to master a concept or line of reasoning without simply ‘telling them the answer’.. . . .Nothing is more ineffectually arrogant than the widely found teacher attitude that ‘all you have to do is say it my way, and no one within hearing can fail to understand it.’. . . . Were more of us willing to relearn our physics by the dialogue and listening process I have described, we would see a discontinuous upward shift in the quality of physics teaching. I am satisfied that this is fully within the competence of our colleagues; the question is one of humility and desire" (Arons).
Role of the Student
In inquiry and problem based learning, the student answers open ended questions from the teacher and constructs his or her own knowledge by posing questions and trying to answer those questions through research, predictions, tests, data collection, discrimination of valid results, reflections, and collaboration. The student takes charge of his or her own learning. The learner reflects on his or her approach to a problem and analyzes the effectiveness of his or her solutions.
Collaboration in Project and Inquiry Based Learning
In both of these models students are encouraged to work in groups. This serves as preparation for their future in the work force. The teacher usually assigns roles, or the students choose their own roles. In either case, the teacher designs a method to keep every member accountable. Collaboration in PBL and IBL is very important because it allows the learners to participate in a learning community where knowledge is shared, reviewed, and revised. Collaboration can also help the learners discover and improve their social skills. The learners teach each other, reflect on each others contribution, and construct a bank of ideas and methods.
Experts and the Community
Experts in the work force or community members are usually invited to participate in the inquiry process. The experts may give the students feedback or answer questions that the students may have related to real world applications and solution. The teacher is now there to supplement the information given by the expert.The experts can also present the problem. To view an example of this go to the following website: http://pbln.imsa.edu/model/template/slide_2.html
Interdisciplinary Journal of Problem-based Learning | Purdue University Press | Purdue University. (n.d.). Retrieved April 20, 2012, from http://docs.lib.purdue.edu/ijpbl/
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