Inquiry-Based Learning
In the Order of Phoenix, the fifth in the Harry Potter series, Dolores Umbridge takes over as the Dark Teacher Teacher Protection and quickly transforms the class into a textbook-based class that focuses on passing standard tests. When Harry asked if this would prepare them for the chaos against Vold. . . error. . . um. . . the one who should not be named. . . Umbridge punishes him and ends up building his own school within a school called Dumbledore’s Army.
Dumbledore's army is based solely on investigations. While Harry is a teacher, he is a side guide, empowering students to ask questions and find answers for themselves. They rely on each other and in various spelling books to solve problems and answer their questions.
While the process may seem confusing compared to Umbridge's method, students learn faster because they don't waste time repeating what they know.This is an example of learning based on research.
Although this has been the case in the UK, it may have been education based on research. A history of learning based on Inquiry-based Learning research has existed for thousands of years. Socrates and Confucius both used variations in the research-based format. It is a critical element of the scientific method of early enlightenment and was the central idea within Dewey and Montessori's mind-focused reading.
Pedaste shared a four-phase model of investigation. It starts with guidance, which is usually a conversation. From there, to speculation, where students produce questions and explain the hypothesis. This leads to research, in which students explore, test, and interpret data, often in a dynamic and dynamic way. Eventually, they moved to the conclusion.
Heather Banchi and Randy Bell describe four different types of questions you can look at from a wide range from teacher-focused / formal to student-centered / open.
Level 1: is Confirmation Inquiry, where the teacher teachers the concepts, creates the questions, and models the process for students.
Level 2: is Structured Inquiry, where the teacher creates the initial questions and shares the procedures then walks through the rest of the inquiry process by collecting and analyzing data and drawing conclusions.
Level 3: is Guided Inquiry, where the teacher provides the research questions but students own the research or experimentation process.
Level 4: is Open/True Inquiry. Here students formulate their own questions, design their own experiments or research, collect their own data, and share their findings.
According to Banchi and Bell, teachers should start with sections 1 and 2 and use them as spoons, so that students can learn the investigation process. Here are a few places to start with reading based on the question.
In the art of language or social studies, you can create a project of wonderful or wonderful days, in which students formulate their own questions and continue the research process. You can also do a Genius Hour project, where students not only ask their own questions but design their product as a result. With math, you can have students test the concept and improve their problems.
In science, you can make a suitable science project or a bus-style approach to exploring urban legend. If we want students to have their own lessons, we need them to always be curious.
And that’s why research-based learning is so important.
In the Order of Phoenix, the fifth in the Harry Potter series, Dolores Umbridge takes over as the Dark Teacher Teacher Protection and quickly transforms the class into a textbook-based class that focuses on passing standard tests. When Harry asked if this would prepare them for the chaos against Vold. . . error. . . um. . . the one who should not be named. . . Umbridge punishes him and ends up building his own school within a school called Dumbledore’s Army.
Dumbledore's army is based solely on investigations. While Harry is a teacher, he is a side guide, empowering students to ask questions and find answers for themselves. They rely on each other and in various spelling books to solve problems and answer their questions.
While the process may seem confusing compared to Umbridge's method, students learn faster because they don't waste time repeating what they know.
This is an example of learning based on research.
Although this has been the case in the UK, it may have been education based on research. A history of learning based on Inquiry-based Learning research has existed for thousands of years. Socrates and Confucius both used variations in the research-based format. It is a critical element of the scientific method of early enlightenment and was the central idea within Dewey and Montessori's mind-focused reading.
Pedaste shared a four-phase model of investigation. It starts with guidance, which is usually a conversation. From there, to speculation, where students produce questions and explain the hypothesis. This leads to research, in which students explore, test, and interpret data, often in a dynamic and dynamic way. Eventually, they moved to the conclusion.
Heather Banchi and Randy Bell describe four different types of questions you can look at from a wide range from teacher-focused / formal to student-centered / open.
Level 1: is Confirmation Inquiry, where the teacher teachers the concepts, creates the questions, and models the process for students.
Level 2: is Structured Inquiry, where the teacher creates the initial questions and shares the procedures then walks through the rest of the inquiry process by collecting and analyzing data and drawing conclusions.
Level 3: is Guided Inquiry, where the teacher provides
the research questions but students own the research or experimentation process.
Level 4: is Open/True Inquiry. Here students formulate their own questions, design their own experiments or research, collect their own data, and share their findings.
According to Banchi and Bell, teachers should start with sections 1 and 2 and use them as spoons, so that students can learn the investigation process. Here are a few places to start with reading based on the question.
In the art of language or social studies, you can create a project of wonderful or wonderful days, in which students formulate their own questions and continue the research process. You can also do a Genius Hour project, where students not only ask their own questions but design their product as a result. With math, you can have students test the concept and improve their problems.
In science, you can make a suitable science project or a bus-style approach to exploring urban legend. If we want students to have their own lessons, we need them to always be curious.
And that’s why research-based learning is so important.
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