IBL Week 7 Post

IBL Week 7 Post

During the course of this class, we examined the topic of inquiry based learning from theory to practice.  I am now able to describe the inquiry process as well as identify the key components of an inquiry-based classroom.  At first, IBL seemed to fit nicely with science and hands-on lessons and I struggled to see how other curricular areas could be expanded.  However, the introduction of the 5E Instructional Model that was developed by the Biological Science Curriculum Study (BSCS) helped me to see how IBL can truly be implemented into an content area.  The process of backward design is time intensive, but ultimately, helps keep the focus on the learner.  This process has three essential steps:

◦       Determine the overarching concept of the 5E sequence.

◦       Design the "Evaluate" and decide what evidence students will produce to demonstrate understanding of the overarching concept.

◦       Design the "Engage," "Explore," "Explain," and "Elaborate" components of the 5E sequence.

Definitely a process that takes time to become familiar with but can meet the needs of the teacher and learner.  Perhaps the most insightful aspect of this course for me was unit 5.  We explored how technology can be used in the inquiry process to motivate and engage learners while enhancing the product and process.  I learned how technological tools can be used for a variety of activities that can support inquiry-based learning. These tools can be used to develop students' abilities and understandings about inquiry and process skills that were covered in unit 2, as well as integrating the essential features of inquiry presented in unit 3.  Our high school is a one-to-one high school where every student has a laptop and technology is heavily integrated into every class.  I appreciated exploring Edmodo, Blabberrize, and Animoto.  These were sites that the students have not come across in their experiences in other classes and enjoyed using to meet their needs.  They use Moodle and Google Docs heavily on a daily basis, so these sites resources were a nice change of pace for them.

For me, this course also allowed me to explore how technology can be used to enhance student engagement in the classroom. Some of the web-based technologies that I explored have already been implemented in my classroom.  As I mentioned throughout the course, I teach gifted education to students in grades 8-12.  I feel that implementing IBL can positively influence student’s GIEP goals.  As I mentioned above, I feel that the 5E model will be extremely valuable during the goal setting process for these students.  Prior to setting a goal, I plan on allowing students to time to identify issues, ideas, or projects that will engage them.  Based on that information, they will have the opportunity to explore the topic selected in depth, and then explain and elaborate on their findings.  Prior to selected the goal, we will decide how their product will be evaluated using varied types of formative assessments.