Inquiry Based Learning
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Inquiry Based Learning

 

Date:

29 - 30 Oct 2020 (2 half days)

Mode of delivery:

via Zoom

Time:

8.30 am to 11.30 am (Singapore time GMT+8)

Closing Date:

16 October 2020 Friday

Fee:

S$350.00 per participant. If 2 or more participants from the same school/organization attend the same workshop, the discounted fee will be S$300.00 per participant for that particular workshop. Fees are subject to GST and include all training materials.

Registration:

Click here to register

Other Information:

Registration is on a first-come-first-serve basis. No refunds will be made for cancellations or in the case of absentees. The Academy accepts replacements for registered participants who are unable to attend for whatever reasons.

 

Workshop Description

Inquiry-based learning is a model of teaching and learning that is based on raising questions, critical thinking, and the discovery of knowledge. The heart of the model is based on teachers initially posing well-chosen, open-ended, appropriate questions, problems, or projects, and then, through critical thinking, further inquiry, and formative feedback, helping students learn to discover knowledge.

The self-discovery of knowledge and understanding entails deeper and more lasting learning, as well as fostering habits of inquiry that will serve students well after they have left school. The understanding and knowledge acquired in this model are very different from those acquired didactically.

The sessions in the workshop are hands-on, with active participation and guided practice at inquiry-based learning, usually in small groups. Note that, in accord with best practices of inquiry-based learning, the topic in one session may continue into the session that follows.

Session 1.
A short introduction to inquiry-based learning.

  • The introduction will focus on the inter-relationships between inquiry-based learning, critical thinking, and discovery.
  • Participants will engage in base-line practice at a structured inquiry in small groups, followed by feedback and reflection on the practice.
  • Some of the main strategies for inquiry-based learning will be introduced

 

Session 2.
The session will begin with participants coming up with a few well-chosen, open-ended, appropriate questions, problems, or projects as the foundation for inquiry-based learning in their discipline or subject matter. These are posed tentatively and may be changed or modified during the course of the day.

The practice will be based on asking critical thinking questions, specifically those founded in the elements of reasoning.

Participants will:

  • build an inquiry-based learning session based on the elements of reasoning.
  • receive de-briefing by observers;
  • discuss the session and its efficacy for learning.

 

Session 3.
This session will be founded on a further inquiry-based investigation using additional critical thinking questions from the standards of critical thinking. A major part of this further inquiry will be based on exploring the complexities of the questions at issue, the concrete details and the degrees of precision that are so necessary for applied learning, the aspects of the questions, problems, or projects that are most important to investigate, and several others.

Participants will:

  • build an inquiry-based learning session in their discipline, using the standards of critical thinking as well as the elements of reasoning.
  • recognize the tension between planning and flexibility in conducting inquiry-based learning: open-ended inquiry versus inquiry toward a fixed point.

 

Session 4.
This session focuses on the problems raised by using inquiry-based learning as a major strategy or model for teaching.

Participants will:

  • identify some of the main problems they face, or anticipate that they will face, in using inquiry-based learning in their classes.
  • identify challenges for students as well as those for teachers
  • to create and share strategies for addressing the challenges in inquiry-based learning.

 


 

About the Presenter: Dr. Gerald Nosich

Gerald NoischDr. Gerald Nosich is a noted authority on critical thinking and has given more than 250 workshops on all aspects of teaching critical thinking. Since the mid-1980s he has become committed to teaching critical thinking across the curriculum. He is convinced that the only way for students to learn a subject matter is to think their way through it. He is the author of Reasons and Arguments (Wadsworth, 1982).  His second book, Learning to Think Things Through: A Guide to Critical Thinking Across the Curriculum, has been translated into Spanish, Chinese, and Arabic.

Dr. Nosich has given workshops for instructors at all levels of education in Singapore, the U.S., Canada, Thailand, Lithuania, Austria, and Germany.  He has worked with the U.S. Department of Education on a project for National Assessment of Higher Order Thinking Skills; given teleconferences sponsored by PBS and Starlink on teaching critical thinking within subject-matter courses; served as a consultant/evaluator for SACS Accreditation of programs at various colleges and universities emphasizing critical thinking; and has been featured as a Noted Scholar at the University of British Columbia. He is the author of numerous articles, audio and video tapes on critical thinking. He has been Assistant Director at the Center for Critical Thinking at Sonoma State University, and is an associate of the Center and the Foundation for Critical Thinking.  Dr. Nosich is Professor Emeritus at Buffalo State College in NY, and Professor Emeritus at the University of New Orleans.

Dr. Nosich has not only focused on teaching critical thinking skills in subject-specific areas, but is also adept at teaching critical thinking across the curriculum.  Dr. Nosich is a witty presenter whose down-to-earth sense of humor adds spice to his practical insights.

Click here to watch Dr Noisch in action