An important point mentioned in PRIMAS is the “level of determination” of incorporating inquiry based learning. These levels of determination are classified as civilization, society and school. They are important because the interplay of these three levels determines how we teach and the approaches we use. Although PRIMAS is developed in Europe, it is utilized in about 14 nations. Therefore, the methods of inquiry based learning may work for one culture but not another; because traditions in various nations may vary thus approaches would vary. Page 12 of this document supplies a very useful chart breaking down the components of the three “levels of determination”. Civilization is pertinent to executing inquiry based learning because the influence of great educators in the history of that nation is important. In society the direction of growth and structure of the society influences IBL. Lastly, a school’s organization of subjects and teacher training affects how effective IBL can be. Another point mentioned in this article is to consider the consequences of PRIMAS or inquiry based learning. As mentioned in the article, in some systems assessments may contradict the purpose of IBL. Therefore it takes thought implementation of IBL to make it relate to the curriculum with the utilization of technology.
After looking over the PRIMS article I got the general feeling that this group is trying to spread the word to more teachers about the positive benefits of IBL. I quote from the conclusion of the paper best explains this "The presentation and workshop can be considered successful in informing and engaging teachers on IBL and PRIMAS. However, the rather small number of participants underlines the necessity to run the workshop for more teachers." Also when looking over the article I was also reading about Dissemination activities. In the article it stated that "Dissemination activities (or supporting events) could be conferences, one-day-and-off courses, talks or workshops as well as information events" As we talked about at the conference we went to, its sometimes hard for teachers to attend such thing because teacher have lives outside of teaching. Therefore, I have been thinking about how could teacher better learn about IBLs such that it is part of their job. The obvious answer would be to have teachers go to these conferences during class, but then that leaves students with out a teacher for a day or so. Is there a better way? One thing I was thinking was that it could be beneficial for teachers to take a class that is taught in an IBL setting. Therefore, teacher could feel first hand what the students feel and possible have a better insight to teaching IBL. I'm not really sure how that would work out.
-Problems they address seem “real” to them -Multiple solution strategies -firsthand experience -increase motivation and interest in math and science as subjects -dissemination activities (Supporting events) workshops, talks, conferences -how do you get more teachers to come with overload of work? -falling/modeling and being smart problem – creating a formula for the fall of a paper tray -phenomena questions were very interesting
I love the idea of IBL but sometimes when I think about a certain mathematics topic I cannot come up with a way of changing it to be an IBL lesson. Even when creating my final unit project I found it hard to come up with ideas. Teaching with this method seems to me that it would take up a tremendous amount of time in planning. I want all of the students I teach to learn hands on and with real life problems. I know that when I learned using real life models in high school classes, those lessons stuck with me. I can still remember the physics classes that I took with Mr. Wilson and the various projects that we worked on in his class.
I think the most inspiring thing I read about in this article is then whole reason behind the PRIMAS project: they WANT teachers to start using inquiry in the classroom. The PRIMAS project will be not only supporting teachers who want to use inquiry in the classroom, they will be helping implement it. By teaching teachers how to use inquiry in the classroom, they are equipping them with the tools to give their students a better learning experience. I think this is an amazing project because not only is it giving teachers more freedom to be creative with the lessons, its giving students a more well-rounded learning experience. Instead of just lectures and note-taking, students are learning the content by gathering it themselves.
Even though this whole class has been about inquiry, I believe this article gave a really great description of what inquiry-based learning is. But, more importantly, it stated WHY inquiry-based learning is so important: “In our dynamic knowledge-based society, students must develop the ability to attain knowledge and competences as well as problem-solving skills. Knowledge of facts alone is not enough in the 21st century. Students should develop competencies to apply their knowledge in realistic problem-solving situations. They also need to develop competencies for self-directed learning and to explore new knowledge areas” (6). This section really helped me sum up the entire course content. It helped me realize why learning about IBL is so important, especially as a future teacher. Not only am I giving my students a more interesting lesson, I am allowing them to practice essential tools they will need later on in life.
I believe that all of the teachers should implement inquiry based learning into their classrooms. This is a good way to have students learn on their own and actually remember what they have learned. Many times students only remember what teachers tell them for a moment but if they learn it themselves they will always remember and apply it to real life situations. The only thing with inquiry is that it takes more time to plan, or so most people say. But, I don't agree with this because if the students are the ones who are going to teach themselves them there shouldn't be a lot of work for the teacher to plan, other than what the students are going to be doing. I think of it as less teaching and more being prepared for the unexpected kind of thing.
An important point mentioned in PRIMAS is the “level of determination” of incorporating inquiry based learning. These levels of determination are classified as civilization, society and school. They are important because the interplay of these three levels determines how we teach and the approaches we use. Although PRIMAS is developed in Europe, it is utilized in about 14 nations. Therefore, the methods of inquiry based learning may work for one culture but not another; because traditions in various nations may vary thus approaches would vary. Page 12 of this document supplies a very useful chart breaking down the components of the three “levels of determination”. Civilization is pertinent to executing inquiry based learning because the influence of great educators in the history of that nation is important. In society the direction of growth and structure of the society influences IBL. Lastly, a school’s organization of subjects and teacher training affects how effective IBL can be.
ReplyDeleteAnother point mentioned in this article is to consider the consequences of PRIMAS or inquiry based learning. As mentioned in the article, in some systems assessments may contradict the purpose of IBL. Therefore it takes thought implementation of IBL to make it relate to the curriculum with the utilization of technology.
After looking over the PRIMS article I got the general feeling that this group is trying to spread the word to more teachers about the positive benefits of IBL. I quote from the conclusion of the paper best explains this "The presentation and workshop can be considered successful in informing and engaging teachers on IBL and PRIMAS. However, the rather small number of participants underlines the necessity to run the workshop for more teachers."
ReplyDeleteAlso when looking over the article I was also reading about Dissemination activities. In the article it stated that "Dissemination activities (or supporting events) could be conferences, one-day-and-off
courses, talks or workshops as well as information events" As we talked about at the conference we went to, its sometimes hard for teachers to attend such thing because teacher have lives outside of teaching. Therefore, I have been thinking about how could teacher better learn about IBLs such that it is part of their job. The obvious answer would be to have teachers go to these conferences during class, but then that leaves students with out a teacher for a day or so. Is there a better way?
One thing I was thinking was that it could be beneficial for teachers to take a class that is taught in an IBL setting. Therefore, teacher could feel first hand what the students feel and possible have a better insight to teaching IBL. I'm not really sure how that would work out.
PRIMAS Project
ReplyDelete-Problems they address seem “real” to them
-Multiple solution strategies
-firsthand experience
-increase motivation and interest in math and science as subjects
-dissemination activities (Supporting events) workshops, talks, conferences
-how do you get more teachers to come with overload of work?
-falling/modeling and being smart problem – creating a formula for the fall of a paper tray
-phenomena questions were very interesting
I love the idea of IBL but sometimes when I think about a certain mathematics topic I cannot come up with a way of changing it to be an IBL lesson. Even when creating my final unit project I found it hard to come up with ideas. Teaching with this method seems to me that it would take up a tremendous amount of time in planning. I want all of the students I teach to learn hands on and with real life problems. I know that when I learned using real life models in high school classes, those lessons stuck with me. I can still remember the physics classes that I took with Mr. Wilson and the various projects that we worked on in his class.
I think the most inspiring thing I read about in this article is then whole reason behind the PRIMAS project: they WANT teachers to start using inquiry in the classroom. The PRIMAS project will be not only supporting teachers who want to use inquiry in the classroom, they will be helping implement it. By teaching teachers how to use inquiry in the classroom, they are equipping them with the tools to give their students a better learning experience. I think this is an amazing project because not only is it giving teachers more freedom to be creative with the lessons, its giving students a more well-rounded learning experience. Instead of just lectures and note-taking, students are learning the content by gathering it themselves.
ReplyDeleteEven though this whole class has been about inquiry, I believe this article gave a really great description of what inquiry-based learning is. But, more importantly, it stated WHY inquiry-based learning is so important: “In our dynamic knowledge-based society, students must develop the ability to attain knowledge and competences as well as problem-solving skills. Knowledge of facts alone is not enough in the 21st century. Students should develop competencies to apply their knowledge in realistic problem-solving situations. They also need to develop competencies for self-directed learning and to explore new knowledge areas” (6). This section really helped me sum up the entire course content. It helped me realize why learning about IBL is so important, especially as a future teacher. Not only am I giving my students a more interesting lesson, I am allowing them to practice essential tools they will need later on in life.
I believe that all of the teachers should implement inquiry based learning into their classrooms. This is a good way to have students learn on their own and actually remember what they have learned. Many times students only remember what teachers tell them for a moment but if they learn it themselves they will always remember and apply it to real life situations. The only thing with inquiry is that it takes more time to plan, or so most people say. But, I don't agree with this because if the students are the ones who are going to teach themselves them there shouldn't be a lot of work for the teacher to plan, other than what the students are going to be doing. I think of it as less teaching and more being prepared for the unexpected kind of thing.
ReplyDelete