Inquiry Based Learning powerpoint presention for TTL2 subject

Ppt presentation

1. INQUIRY

2. Objectives: It helps students develop problem-solving skills. Help student to develop intellectually disciplined and thinking skills by providing questions and get answers on the basis of curiosity.

3. Introduction: Inquiry-based learning is a student-centered teaching method that encourages students to ask questions and investigate real-world problems. In this type of learning environment, students are actively engaged in the learning process and are given the opportunity to explore their natural curiosities. This type of learning is often hands-on and allows students to connect what they learn in the classroom. This has been shown to improve critical thinking skills, problem-solving skills, and creativity. Inquiry is also a central to science learning. When engaging in inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others.

4. Inquiry is the dynamic process of being open to wonder and puzzlements and coming to know and understand the world. (Galileo Educational Network, 2004) Inquiry-based learning is a process where students are involved in their learning, formulate questions, investigate widely and then build new understandings, meanings and knowledge. Focusing of Inquiry It is an interdisciplinary approach that uses questions to organize learning and crosses conventional knowledge boundaries. The teacher guides learners to discover answers to questions, whether or not answers pre-exist. Learners become creators of knowledge rather than recipients.

5. What is Inquiry Project Based Learning? The aim here is that students gain and develop their knowledge and skills through working extensively to investigate and respond in detail to an issue that’s engaging and complex, rather than clear-cut. For that reason, Project Based Learning is often used with literature, social and historical topics. It’s also – in terms of outputs – a great opportunity for your students to create visual or multimedia material. Project-based learning is a great way for students to explore a topic in depth. This model involves giving students a project to work on that is related to the topic you are teaching. Project-Based Inquiry (PBI) Global is a collaborative, inquiry-based instructional process that connects students around the world through interdisciplinary inquiry projects that require students to ask compelling questions, gather & analyze sources, creatively synthesize claims & evidences, critically evaluate & revise, and share, publish & act. Project-based inquiry has its roots in problem-based learning (Boss & Krauss, 2007; Buck Institute for Education, 2009), building on a strong orientation to real-world problems. The inquiry approach allows a rich set of technology tools and resources to be put into play as students explore and create new knowledge by answering a compelling question.

6. Project-Based Learning Example One example of PBL in a K-12 classroom might be an activity on environmental pollution. Students might be asked to research different types of pollution, create a presentation about their findings, and then design an action plan for reducing pollution in their community.  From this project, students might learn the following: Research skills, such as locating and evaluating reliable sources Information literacy, such as understanding how to organize and present data. Environmental science concepts, such as the sources and impacts of pollution. Creative problem-solving and critical thinking skills when designing an action plan. Communication and collaboration skills when presenting their findings and working together on the project.

7. Problem-Based Learning  (PBL) and  Inquiry-Based Learning  (IBL) are both student-centered teaching pedagogies that encourage active learning and critical thinking through investigation. Both methods offer students interesting problems to consider. And research shows that both PBL and IBL are effective models of learning.   According to Banchi and Bell [4], there are four different levels of inquiry. Confirmation Inquiry:  Students confirm a principle through an activity when the results are known in advance. Structured Inquiry:  Students investigate a teacher-presented question through a prescribed procedure.  Guided Inquiry:  Students investigate a teacher-presented question using student designed or selected procedures. Open Inquiry:  Students investigate questions that are student formulated through student designed or selected procedures.

8. Most academics define Inquiry-Based-Learning as a pedagogy that is based on one of these levels. So IBL can be as methodical as guiding students through a procedure to discover a known result or as free-form as encouraging students to formulate original questions. For example, in a Physics laboratory, suppose the topic is Newton’s Second Law of Motion. The lab instructions could define a procedure to record the mass and impact force of various objects. Multiplying the mass by the acceleration due to gravity, the students should recover the force they recorded, thus confirming Newton’s Second Law. Problem-Based-Learning can be classified as guided inquiry where the teacher-presented question is an unsolved, real-world problem. For example, in a Middle Eastern Studies course, the main problem posed by the instructor could be “Propose a solution to the Israeli–Palestinian conflict.” This question will motivate the study of the history of the region, the theological differences between Judaism and Islam, and current events. At the end of the semester, students would be expected to present and justify their solution.

9. Examples of problem-based learning in the classrooom These are short one to two week projects that can sometimes be expanded into longer projects or even turned into a Project-Based-Learning (PBL) project. 1) Social media influencer In a 6th grade Technology class on Digital Leadership students learn about the power of a digital footprint and posting on social media. 2) Create a food truck In a math class learning about ‘area’, students could design a kitchen for a food truck. Collaborating with classmates, students would research and decide on a type of food truck, learn about the kitchen needs and equipment for their particular truck, learn about scale drawing, and then begin to design the interior to scale.  3) Design a Mars wrench In technology and math class students were given the scenario of being on Mars and having to unscrew a bolt but the wrench was lost. Students had to design and 3D print a new wrench with the printer taken on the Mars Mission. Students had to learn and understand precise measurements, learn about 3D printing and design, and ergonomics. 

10. 4) Be a game designer Students in 4th grade were tasked with designing a video game using  Microsoft Makecode Arcade . They were given the challenge of being video game designers hired by a polar bear research and conservation non-profit to design and code video games that would bring awareness to the problems polar bears are facing.  5) All terrain wheelchair challenge In this 7th grade project students are tasked with collaborating in a team as part of “Warrior Sports” a fictitious outdoor mobility solutions company. They choose from 4 stakeholders and design all terrain wheelchair prototypes with them. Students must interview the stakeholder, an AI chatbot, research about the injury of their stakeholder, research about wheelchair design and comfort, then they must create sketches of designs, build and test their prototype, evaluate how the prototype worked, iterate, and present their solution.

11. Considerations for using problem-based-learning In a world where knowledge is abundant and readily accessible, the shift from traditional education to fostering critical thinking, innovation, and problem-solving skills becomes imperative. Problem-Based-Learning ( PrBL ) or Project-Based-Learning emerges as a perfect educational strategy, offering a dynamic approach to teaching that goes beyond rote memorization. As we explore PrBL , bridging the distinctions between Project-Based-Learning (PBL) and Problem-Based-Learning ( PrBL ), it’s clear that both share a common goal – to engage, empower, and inspire students. The examples provided showcase the versatility and impact of PrBL . From cultivating digital leadership through social media advocacy aligned with the United Nations Sustainable Development Goals to designing all-terrain wheelchairs in a collaborative and immersive Project-Based-Learning experience, these projects reflect the essence of educating students for the future. As educators, embracing PrBL opens avenues for students to delve into real-world scenarios, fostering independence, inquiry, and application of 21st-century skills. Whether it’s designing a food truck, crafting a Mars wrench, or becoming game designers advocating for polar bear conservation, PrBL transcends traditional classroom boundaries.

12. How can we apply Inquiry in Technology and Livelihood Education Technology can helps to support inquiry by providing access to information tools and resources that keep students actively engaged. Students can interactive games to reinforce math, spelling, phonetic, and reading skills. Example: The wrath of the pandemic penetrated all sectors of society, including education. The educational system in the Philippines utilizes different modalities according to the Basic Education Learning Continuity Plan (BE-LCP) in order to make quality education equitable and accessible. The Department of Education (DepEd) uses modular instruction across all learning areas as stipulated in DepEd Order number 018 series of 2020. With this, the teachers are forced to embrace the changes and the challenges. Accessing teaching- learning resources typically found a challenge in discussion setting - insufficient interaction with teachers, a shortage of materials, and a sense of isolation are significant challenges for teachers of Technology and Livelihood Education (TLE). Asio et al. (2020) expounded that the strategized methods form as research and innovation (Perez et al., 2022), learning interventions, and remediation practices to expand learning in the scope of student retention were evident in assessing the student's performance tasks. Various studies have been conducted on the teacher’s experiences in modular instruction. However, there is no particular study on the lived experiences of high school TLE teachers in modular instruction.

13. This study would like to explore the world of TLE teachers utilizing the new learning modality. Competent teachers create learning environments that increase students' motivation to learn TLE competencies ( Yunos 2020). Pardjono et al. (2018) concluded that schools and industries could collaborate to put learning in the workplace by developing a formal collaboration framework. Learning in vocational education provides learners with a variety of competencies that prepare them for employment, including information technology skills. Thus, teachers should be provided with technical support, including software and hardware services, in order to expand the possibilities of Information and Communication Technology (I.C.T.) integration in the educational system. The 21st century teachers face new technological education challenges ( Akturk and Ozturk, 2019) wherein the students are well-equipped of. This paves the way to making the classroom a collaborative in nature. The COVID-19 pandemic changed many outside-the-home activities, including students' learning. In these trying times, everyone must adapt, especially in education (Alam,2021). It follows trends because the world is developing quickly, especially in technology and livelihood education (TLE) ( Padullo et al., 2021). TLE is a subject that requires more skills that a student must learn in order to be more competent in the future. Since the pandemic, TLE teachers have been tested to be as flexible as possible to deliver the quality and equitable education that the learners are expected to experience.

14. Technology and Livelihood Education is one of the academic disciplines taught in Philippine secondary schools under the K-12 Basic Education Curriculum (DepEd, 2012). Schools face a challenge in TLE, where performance is heavily weighted. TLE is widely acknowledged as a highly skill-based subject in which teachers must expose their students to pragmatic, firsthand, and authentic teaching learning experiences. technicalities encountered in people's daily lives. TLE subjects improve student achievement based on social constructivism and activity theory in an online platform.

15. Thank you Prepared by: BAHIWAG MADONNA HEPPOG JULIEVER BANGNGON NESLENE PUGUON VIVIAN DULNUAN SHARMAINE KINDIPAN MARITES