Indiana Project NExT Panel Discussion on Inquiry-Based Learning

We will discuss inquiry based learning, inverted classroom models, peer instruction, and other alternatives to lecture-based instruction. Panelists will give a brief intro of their experience in these areas, followed by an extended time of Q&A with the audience. This panel is open to all meeting participants.

This talk was given on October 27, 2012 as part of the Indiana Project NExT Panel Discussion on Inquiry-Based Learning at the Fall 2012 Indiana MAA Section Meeting.

Transcript

1. Indiana Project NExT
   Panel Discussion
   Inquiry-Based Learning
   October 27, 2012
   Dana C. Ernst
   Northern Arizona University
   Email: dana@danaernst.com
   Web: http://danaernst.com
   Twitter: @danaernst & @IBLMath
   Thanks to Stan Yoshinobu for providing some of the content to the Educational Advancement
   Foundation for providing travel funding.
   1
   

   View Slide

2. About me
   • Assistant professor at Northern Arizona University.
   • PhD from University of Colorado (2008).
   • Special Projects Coordinator for Academy of Inquiry-Based
   Learning (AIBL).
   • Spent 4 years at Plymouth State University prior to NAU.
   • Number of IBL classes I had as a student: 0
   2
   

   View Slide

3. What is inquiry-based learning (IBL)?
   • According to AIBL:
   ‣ IBL is a teaching method that engages students in sense-
   making activities.
   ‣ 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, and
   ‣ validating ideas/arguments that are presented.
   • Example: Modified Moore Method, after R.L. Moore.
   3
   

   View Slide

4. Continually ask yourself the following question:
   Guiding Principle of IBL
   Where do I draw the line
   between content I must impart
   to my students versus content
   they can produce independently?
   4
   

   View Slide

5. • About half of STEM majors
   switch to non-STEM.
   • Top 4 reasons for switching are
   teaching related.
   • Good ones leave, too.
   • Loss of interest.
   • Curriculum overload.
   • Weed-out culture.
   Talking About Leaving
   5
   MAA Calculus Study bears this out, as well. See
   www.macalester.edu/~bressoud/talks
   

   View Slide

6. Some good news: 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
   6
   

   View Slide

7. Obstacles
   • Coverage of material
   • Class size
   • 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.
   

   View Slide

8. Keys to success
   • Marketing!
   ‣ Students have had 12+ years of direct instruction. They
   probably don’t like it, but it’s what they are used to.
   ‣ Students need to understand student & instructor roles.
   ‣ Students need to know that it is ok to be stuck and that
   you will support them in this endeavor.
   • Adjust problems/tasks appropriately.
   • Patience, trust, and community. Build on positive
   experiences.
   • Pick a style that you are comfortable with.
   

   View Slide

9. • 5-10 “tasks” are assigned each class meeting (Daily
   Homework). Due at beginning of next class.
   • Students are responsible for digesting new material
   outside of class (readings and screencasts).
   • Nearly all class time devoted to students presenting
   proposed solutions/proofs to assigned tasks. (30% grade)
   • Students use felt tip pens to annotate work.
   • My job:
   ‣ Facilitate discussion & keep us on track
   ‣ Mr. Super Positive
   ‣ Cross my arms and say, “hmmm”
   • Students may request mini-lectures or screencasts.
   • Students type up subset of problems from previous week
   (Weekly Homework), graded harshly.
   My approach to IBL
   

   View Slide

10. Resources
    • Academy of Inquiry Based Learning
    • http://www.inquirybasedlearning.org
    • Mentoring
    • Visiting Speakers Bureau
    • Small Grants available for developing IBL materials
    • Journal of Inquiry-Based Learning in Mathematics
    • http://www.jiblm.org
    • Refereed IBL materials
    • Legacy of R.L. Moore Conference
    • http://legacyrlmoore.org
    • Conference devoted to IBL and the Moore Method
    

    View Slide