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An Introduction to Inquiry-Based Learning

Dana Ernst
August 22, 2013

An Introduction to Inquiry-Based Learning

This talk is meant to be a "high altitude" introduction to inquiry-based learning (IBL). The intention is to whet the audience's appetite and inspire dialogue.

This talk was given on August 22, 2013 as part of the Department of Mathematics and Statistics Teaching Showcase at Northern Arizona University.

Dana Ernst

August 22, 2013
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  1. An Introduction to
    Inquiry-Based Learning
    NAU Mathematics & Statistics Teaching Showcase
    August 22, 2013
    Dana C. Ernst
    Northern Arizona University
    Email: [email protected]
    Web: http://danaernst.com

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  2. “Things my students claim that I taught them
    masterfully, they don’t know.” -- Dylan Retsek
    How did I get here?

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  3. What is IBL?
    • Instructor provides well-crafted problems/tasks requiring
    students to solve problems, conjecture, experiment,
    explore, create, & communicate.
    • Key ingredients: Students are responsible for
    ‣ guiding acquisition of knowledge, &
    ‣ validating ideas/arguments that are presented.
    • Example: Modified Moore Method, after R.L. Moore.
    Twin Pillars
    1. Deep engagement in rich mathematics.
    2. Opportunities to collaborate.

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  4. Some data
    • 4-5 million freshmen in HS.
    • 75% HS graduation rate.
    • 1.2 million bachelors degrees annually (<1% of BA/BS are
    in math).
    • 48,000 doctoral degrees annually (400-500 PhDs in math).
    • Education is a self-populating institution!
    Conclusion?
    You are peculiar!!!
    We need to renormalize.
    (NCES & NSF)

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  5. Obstacles
    • The elephant in the room: coverage!
    • “That’s how I learned, & it worked for me...”
    ‣ But you are peculiar!
    • “I like inspiring lectures.”
    ‣ Inspiration is necessary, but not sufficient.
    • “I’m afraid the students won’t like it.”
    ‣ I bet if you are passionate, having fun, & willing to
    adapt, it’ll be amazing.
    • Control!
    ‣ If I lecture, then I dictate pace.
    ‣ If I write something on the board, then there is a good
    chance that it will be done correctly.

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  6. The Colorado study
    • Comparing IBL vs non-IBL university mathematics courses.
    • Sandra Laursen, CU Boulder.
    • Statistically significant advantages for students in IBL vs
    traditional courses.
    Interview SALG
    Pre/post
    tests
    Transcript
    Data
    Gender
    IBL
    Non-IBL
    Class
    Observation

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  7. Recent Laursen paper
    “Our study indicates that the benefits of active learning
    experiences may be lasting and significant for some student
    groups, with no harm done to others. Importantly, ‘covering’
    less material in inquiry-based sections had no negative effect
    on students’ later performance in the major.”
    Kogan, M., & Laursen, S. L. (2013). Assessing long-term
    effects of inquiry-based learning: A case study from
    college mathematics. Innovative Higher Education, 39(3).

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  8. 1. Student presentations.
    2. Small group work.
    Two typical approaches to IBL
    IBL vs Presentations/Group Work
    • Student presentations & group work act as vehicles for IBL.
    • Yet student presentations & group do not imply IBL.
    • What matters is what is happening during these activities.

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  9. • 5-10 “tasks” are assigned each class meeting (Daily HW)
    • Students are responsible for digesting new material
    outside of class (readings & screencasts).
    • Nearly all class time devoted to students presenting
    proposed solutions/proofs to assigned tasks.
    • My job:
    ‣ Facilitate discussion & keep us on track
    ‣ Cross my arms and say, “hmmm”
    • Students may request mini-lectures or screencasts.
    My approach in proof-based courses

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  10. • The evidence in favor of IBL is compelling.
    • If I spend 50 minutes talking, it’s unlikely I’ve done any
    assessment.
    • During a typical day in an IBL course, the whole class
    session is spent on assessment.
    • When I used to predominately lecture, I was really just
    guessing at how effective I was being. Students lulled into
    thinking they understood.
    • Students presenting, discussing, & collaborating provides
    me & them with immediate feedback about how things are
    going.
    Keeping my mouth shut...and assessing

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  11. Resources
    • Academy of Inquiry Based Learning
    ‣ http://www.inquirybasedlearning.org
    ‣ I am a Special Projects Coordinator for AIBL
    ‣ Mentoring
    ‣ Small Grants available for developing IBL materials
    • Journal of Inquiry-Based Learning in Mathematics
    ‣ http://jiblm.org
    ‣ Refereed IBL materials
    • Legacy of R.L. Moore Conference
    ‣ http://legacyrlmoore.org
    ‣ Conference devoted to IBL and the Moore Method

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