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

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

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

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

• 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

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

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.

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.

• 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

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