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Indiana Project NExT Panel Discussion on Inquiry-Based Learning

Dana Ernst
October 27, 2012

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.

Dana Ernst

October 27, 2012
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  1. Indiana Project NExT
    Panel Discussion
    Inquiry-Based Learning
    October 27, 2012
    Dana C. Ernst
    Northern Arizona University
    Email: [email protected]
    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

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  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

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  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

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  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

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  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

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  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

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  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.

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  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.

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  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

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  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

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