Inquiry and IBL pedagogies What do inquiry tasks look like in science? Tool IH-3: Comparing approaches.

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Presentation transcript:

Inquiry and IBL pedagogies What do inquiry tasks look like in science? Tool IH-3: Comparing approaches

Overview Aims: To develop an understanding of approaches that facilitate student inquiry in the classroom We will: Compare structured and unstructured tasks; Discuss the issues when using unstructured tasks; Share teaching approaches suitable to lead students’ inquiry.

Comparing tasks Use the examples of structured and unstructured versions of a task to discuss: What decisions have been left to the students? Which task do you think may be perceived as more challenging or motivating for students? Which task promotes students’ autonomy and decision making? What pedagogical issues will arise when you start to use unstructured problems like this?

Identifying issues Share as a group the issues that emerged from your discussions in pairs. Make a list of the main points.

Developing strategies to lead inquiry What kind of strategies might you use to lead students’ inquiry using unstructured tasks?

Finishing off Focus on a strategy that you could use with one of your classes. Select a suitable unstructured activity and try using the strategy. Be ready to report back at the next session on how this worked with the group.