Enquiry Based Learning

1. Enquiry Based Learning

2. Overview • Introduction to Enquiry based learning (EBL) (40 minutes) • Definitions • Why use EBL? • Case studies (60 minutes) • Examples of EBL • Discussion • break • Developing EBL (120 minutes) • EBL in your context

3. Introduction to Enquiry Based Learning • Definitions – activity • Everyone take a post-it • Write down your definition of EBL • Get into groups of three to four • Discuss your definitions • Write your group definition on the flip chart paper • Feed back to the room

4. Introduction to Enquiry Based Learning Definition: Centre for Excellence in Enquiry-Based Learning, University of Manchester “EBL describes an environment in which learning is driven by a process of enquiry owned by the student. Starting with a “scenario” and with the guidance of a facilitator, students identify their own issues and questions. They then examine the resources they need to research the topic, thereby acquiring the requisite knowledge. Knowledge so gained is more readily retained because it has been acquired by experience and relation to a real problem.” EBL includes the following activities: • Problem based learning • Small scale investigations • Projects and research http://www.campus.manchester.ac.uk/ceebl/ebl/

5. Introduction to Enquiry Based Learning Definition: McMaster University, Ontario, Canada (1/2) “Inquiry is a form of Self-Directed Learning and follows the four basic stages defining self-directed learning. Students take more responsibility for: • Determining what they need to learn • Identifying resources and how best to learn from them • Using resources and reporting their learning • Assessing their progress in learning” http://cll.mcmaster.ca/resources/misc/whats_unique_about_inquiry.html

6. Introduction to Enquiry Based Learning Definition: McMaster University, Ontario, Canada (2/2) “Teaching through “inquiry” involves engaging students in the research process with instructor support and coaching at a level appropriate to their starting skills. Students learn discipline specific content but in doing so, engage and refine their inquiry skills. An inquiry course: • Is question driven, rather than topic or thesis driven • Begins with a general theme to act as a starting point or trigger for learning • Emphasizes asking good researchable questions on the theme, and coaches students in doing this • Builds library, interview, and web search skills, along with the critical thinking skills necessary for thoughtful review of the information. Coaches students on how to best report their learning in oral or written form • Provides some mechanism (interviews, drafts, minutes of groups meetings, benchmark activities, etc) to help students monitor their progress within the course. • Draws on the expertise and knowledge of the instructor to model effective inquiry and to promote reflection.” http://cll.mcmaster.ca/resources/misc/whats_unique_about_inquiry.html

7. Why use enquiry based learning? • Engagement • Students work together • Students choose which areas to explore, and which questions to answer • Students are active in the learning process • Focus • Away from the tutor – facilitator role • Towards the subject • Towards the learning process • But • Requires preparation • Requires confidence to allow students to explore

8. Wider benefits of EBL • Mindsets (Dweck, 2008) • The following two slides (and your handout) outline Dweck’s Mindsets. Dweck studied how students learn, and formulated two paths that students can take: the “Fixed” mindset and the “Growth” mindset. Using EBL can help to move students towards the “Growth” mindset as it gives students the tools to explore new opportunities, rather than being obsessed with rote learning. Enquiry based learning allows us to: • Work with students towards the goals of the exercise • Support students as they negotiate complex problems • Support the intellectual and academic growth of the students (and ourselves)

9. The “Fixed” mindset (Dweck, 2008) A Fixed Mindset saying: “I don’t do maths” Holmes, N. (n.d) Mindset graphic http://www.stanfordalumni.org/news/magazine/2007/marapr/images/features/dweck/dweck_mindset.pdf accessed [02/01/12] Richard, M. G. (n.d.) “Fixed mindset vs. growth mindset: which one are you?” http://michaelgr.com/2007/04/15/fixed-mindset-vs-growth-mindset-which-one-are-you/ accessed [02/01/12]

10. The “Growth” mindset (Dweck, 2008) Holmes, N. (n.d) Mindset graphic http://www.stanfordalumni.org/news/magazine/2007/marapr/images/features/dweck/dweck_mindset.pdf accessed [02/01/12] Richard, M. G. (n.d.) “Fixed mindset vs. growth mindset: which one are you?” http://michaelgr.com/2007/04/15/fixed-mindset-vs-growth-mindset-which-one-are-you/ accessed [02/01/12]

11. Case studies • In groups: • Each group takes one case study • Read it, and discuss • Feed back to the group • Questions to think about • To what extent is the case study EBL? • To what extent does the tutor provide support for the students? • How do the students benefit from the process? • How does the EBL differ from more traditional (didactic) ways of learning? • How is the activity assessed? • Do you have any criticisms of the case study? • Write your responses on flip chart paper • Present your idea back to the group

12. Developing EBL • In groups: • Choose a topic that you think may be suitable for EBL development • Discuss how you think that it could be developed • Feed back to the group • Questions to think about • What is the activity? • What level are the students? • How much time do they have to complete the activity? • What do you want the students to learn? • What is your role as a facilitator? • How will you assess it? • Write your responses on flip chart paper • Present your ideas back to the group

13. Reflection on the day • Please take time to think about your experience today and discuss it with the group.

14. References Dweck, C. (2008) “Mindset: The New Psychology for Success”, Ballantine Books, Random House, New York Holmes, N. (n.d) Mindset graphic http://www.stanfordalumni.org/news/magazine/2007/marapr/images/features/dweck/dweck_mindset.pdf accessed [02/01/12] Knight, S. (2011) “Preparing for the future: a new guide on emerging practice in a digital age” JISC blog, available online at: http://www.jisc.ac.uk/blog/preparing-for-the-future-a-new-guide-on-emerging-practice-in-a-digital-age/ [accessed 02/01/12] Richard, M. G. (n.d.) “Fixed mindset vs. growth mindset: which one are you?” http://michaelgr.com/2007/04/15/fixed-mindset-vs-growth-mindset-which-one-are-you/ accessed [02/01/12]