u
u 

u

ë

‡ Inquiry
‡ Discovery
‡ Multiple Intelligence
|
  |
 
  r
u 
ΠIn general, inquiry is to find something out, to
seek the truth, to find information, or
knowledge.
ΠBy asking the right question.
ΠCentered around the desire to know more
ΠHuman beings are always been inquisitive for
survival

|
  |
 
  V
ëŒ Inquiry is also a key tool in ë ë

ΠInquiry-based learning can be achieved by

ensuring

  that they are  ë    

  

    students toward questions .

|
  |
 
  „
.
ΠStudents are active in classroom
ΠStudents must have skills and attitudes
to seek solutions
ΠEvery individual must have carry out
the process of inquiry
ΠDuring inquiry we used all our senses.

|
  |
 
  ·
ë
ΠEffective inquiry is complex process which
involves individuals attempting to convert
information and data into a useful
knowledgeë

|
  |
 
  Î
.

ΠThe way teachers ask questions during

inquiry revolve around :
  Context (related to daily problem)
  Framework (within subject·s content)
  Focus (open/close)
  Different levels of questions (Bloom
taxonomy)

|
  |
 
 
u  ëë  
Π3nowledge are always changing
ΠInformation must be readily available.
ΠSo students must understand ways to get
and to make senses of the data

|
  |
 
  
 Learning is NOT about ëë 
.
Œ

data and information

ΠBUT about the     useful
and applicable knowledge
Œ   ë ë  
understanding of the worlds

|
  |
 
 
.
ΠInquiry implies a "need or want to know"
ΠNo one can learn everything, but
everyone can better develop their
inquiring skills

|
  |
 
 
ë



Œ üays to know what the student knows before
lesson :
Discuss
Questioning
Do activity
ΠThe purpose is to
determine what students like to know
identify misconceptions.
determine students prior knowledge
|
  |
 
  r
 u   ë !

r. be familiar with the subject they·re

teaching (master the content)
2. poses reflective questions ( recall or
remember previous activities)
3. Appropriate questioning techniques
4. Be prepared mentally and physically

|
  |
 
  rr
ë
Î. Prepare conducive learning
environment
  Enriched with    ë
  Materials -- books, pamphlets,
journals, and magazines
  Facilities and materials - technology

|
  |
 
  rV
|ë " 
Different from traditional teaching)
ΠFacilitator of the learning process
ΠEncourage inquiry learning,
ΠHelps students to feel safe in sharing.

|
  |
 
  r„
3 ë    

Œ # ë$%
All learning activities focus on using
information-processing skills (SPS,
manipulative, thinking etc)

|
  |
 
  r·
ë
Œ # ë&%

Students as active participants

Systematic elements (teachers,

instructional resources, technology, and
environment)

|
  |
 
  rÎ
ëŒ # ë'%

Teacher facilitate the learning process.

BUT teacher also a student (they find out

/experience about the process of inquiry
learning)

|
  |
 
  r

 ë
Œ # ë(%

ühat is assessed are important.

Emphasis to the development of
information-processing skills, and
conceptual understandings
Not just the content

|
  |
 
  r
ühy facilitate inquiry learning?

ΠAllow both individual student and the

class to achieve the goals,
ΠIt provides direction
ΠProvides for individual creativity and
responsibility.

|
  |
 
  r
ΠAllows the facilitator (teacher) to plan
ahead

Π3eep things in focus

ΠHelp students to develop required skills

|
  |
 
  r
|#|
) u*u||u
u* u +

r. Learning Objectives and Expected Outcome

ΠProvide clear learning objectives so that

expected outcomes achieved
ΠInclude observation skills, research skills,
synthesis skills, manipulative skills

|
  |
 
  V
ë
& ,   

ΠList the rules you want to reinforce

here.

ΠFor example: in science, the correct way

to do science - the scientific method;

|
  |
 
  Vr
ë
' ë| 

ΠThemes must connect present lesson to previous

lessons

ΠMakes connections between one idea and

another, theories or ideas can be applied to
different levels of analysis.

|
  |
 
  VV
ë ëë  
(

ΠList the content by the end of the

lesson.
ΠInclude the academic standards

|
  |
 
  V„
ëÎ ë 
 ë
Œ Ôesources - libraries, professional
journals, local colleges/ universities,
the Internet, other professionals, etc.
ΠList all materials you need

|
  |
 
  V·
ëV #     *  

ΠList any problems you encountered

ΠThink of possible solutions
ΠThis section will grow as the process
progress.

|
  |
 
  VÎ
ëu -   
  ühat are the skill levels of the
students?
  ühat common habits students possess?
  ühat are the levels of ë ë and
ë   understanding of the students?

|
  |
 
  V

ë | 
  . 
/ 

Œ ühat are main questions that you hope

students will explore
ΠConsider various types of questions (to infer,
to hypothesis, to explore etc.).
Œ ühat, where, when, why and how
ΠCurious

|
  |
 
  V
 
   
ΠAssess students while doing activity,
Πexamine aspects of their work,
Πfind out their difficulty.
Œ Judge student·s progress
Œ 3eep records for later comparisonsë
ΠList here the ways you will assess your
students at the end of the activity (i.e.,
reports, exams..)

|
  |
 
  V
 .
$0  ë  ë


ΠMaterials - books, ICT, models, diagram

etc

|
  |
 
  V
ë$$#  #

ΠList here things that you, as a teacher, need

to find out before starting this lesson.

ΠMake preparation before inquiry learning

|
  |
 
  „
ë$&*    
Πlearning goals for the year (long-
range),
Πlearning goals for the major units of
study (medium-range),
Πlearning goals for the specific learning
experience (short-range).
Œ Ôefer to CS

|
  |
 
  „r
ë$' ë +   
ë1- 

ΠAllow good (advanced) students to

work with other students as the
project or projects progress.

|
  |
 
  „V
)   

ΠFor educators and teachers,

emphasis on the development of inquiry
skills
nurture inquiring attitudes or habits of
mind that will enable individuals to continue
the quest for knowledge throughout life
Life long application of inquiry

|
  |
 
  „„
 u


|
  |
 
  „·
 DISCOVEÔ
ΠPertains to the act of figuring out something

ΠMain characteristic of inquiry

Œ Ôequires high-order thinking skills

ΠStudents develop their own meaning/

understanding

|
  |
 
  „Î
.
ΠStudents are expected to discover scientific
principles/techniques for themselves
ΠUsually with some guidance or special
preparation
ΠActive learning
ΠActive participants not passive receiver of
knowledge

|
  |
 
  „

ëŒ Students are not empty vessels
ΠMain advantage of discovery learning is
questioning and
solving problems
ΠTeachers will not give you the answer
Œ Develop students· confidence to handle
problems

|
  |
 
  „
ë
ΠDL based on the assumption that
education is a process- not set of facts.
ΠActive learning puts the responsibility on
the students
ΠIn the position to figure out a problem
ΠIn charge of their own learning.

|
  |
 
  „
.   ë   

ΠBy participating- students pay more

attention;
ΠActivities focused to key ideas/techniques
being examined;
ΠActive involvement forces students to
construct a response
Πprocessing of information is not mere
memorization;
|
  |
 
  „
ë
Πprovides opportunity to get early
feedback about their understanding
Πmotivating (by solving puzzles and
controlling an environment)

|
  |
 
  ·
*   ë

r. Use students personal associations as a

basis for understanding and NOT parroting
the teachers· version of a concept

2. figure out the process, not just following

directions. Ôesults in a solution unique to
the learner, one ultimately easier to
reconstruct

|
  |
 
  ·r
ë
3. Students are forced to confront their
current ideas about the subject - many
may be misconceptions

4. Students get better grasp of the ideas

because they see the principles actually at
work,

|
  |
 
  ·V
ë
Î. because learned context similar to eventual
context enable students to recognize and
use the information more easily;

6. the information clearer since students

connect them to the "real world"

|
  |
 
  ·„
EXAMPLES

How could the discovery approach used to teach

the following:

ΠThe time for small swings of a simple

pendulum depends on the length of the
pendulum, but no mass of the bob or the
width of the swing

|
  |
 
  ··
ΠDiscovery activities usually in groups
Œ Ôequire high-order thinking skills
ΠStudents develop their own meaning

|
  |
 
  ·Î
If not done properly «.

Πthe result can be lack of learning,

Πconfused and frustrated students
Πwaste of time and good will

|
  |
 
  ·

How to use the method?
ΠStudents must have background knowledge
and techniques to make the discovery
activity a success

ΠUnderstand exactly what is expected of

them (it usually help to have the task
precisely and concisely written)

|
  |
 
  ·
ëŒ Students must be monitored

ΠChoose the topic where students are very

unlikely to know the answer

ΠAllocates time

ΠMake summaries of what learned

|
  |
 
  ·
   1-   
ë  

| ë    

ëë,  1%
Œ Students discover ´the wrong thingµ
ΠStudents may get confused
ΠTime consuming

|
  |
 
  ·
   ë 
ΠIt is active, motivating and fun
ΠIt develop understanding of the subject
matter
ΠInvolves high-order thinking: evaluating,
creative thinking, problem solving,
analysis, synthesis etc.

|
  |
 
  Î
ë Œ Student are encouraged to see learning
as something they do themselves,
rather than something that experts do
to them

ΠAllow students to enjoy studying

|
  |
 
  Îr
 —*|u#*
u |**u+ 

|
  |
 
  ÎV
ü   2
Œ Intelligent is defined as ´ the ability to
learn or understand or to deal with new or
trying situationsµ

ΠGardner (r

r) refers multiple intelligences

as the different ways of understanding and
learning

|
  |
 
  ΄
ëŒ 8 distinct ways of knowing and representing
the world
Œ Each is an intelligence has its own unique á3
45 5
ΠDifferent students operate with different
intelligences;
ΠTherefore, each students have different
approaches to learning and problem solving

|
  |
 
  η
ΠBUT students can have a mixture of
different intelligences,
ΠHave many tendencies for a predominant
learning orientation.

|
  |
 
  ÎÎ
 !"#!""$%
ΠHuman have at least eight distinct intelligences:

Visual-Spatial

Bodily-kinesthetic

Musical-Ôhythmic

Verbal-Linguistic

Logical- mathematical

Interpersonal

Intrapersonal

Naturalistic

|
  |
 
  Î

Ô

 
Πinvolve creating and understanding meaning
through    and
conceptions.
ΠTeacher supply students with a variety of
tools and materials that can be used to create
various kinds of objects and display
ΠEx: Concept map, model, visual presentation

|
  |
 
  Î
&
'(
ΠLearning /meaning is created through
movement
ΠTeacher should provide opportunities that
correspond to the preferred learning
orientation of their student
ΠEg: creative drama, dancing, sports,

|
  |
 
  Î
 (()
ΠEnable the individual to create an understanding
of meaning through musical symbols
ΠSkills - composing and performing various kind of
musical instruments and ,expertise in music
criticism
ΠUse music to create a variety of emotions and
images in the classroom
ΠInvite student to compose their own music

|
  |
 
  Î
 *+,
ΠStudents with strong verbal-linguistic
intelligence can create and understand meaning
using language
ΠTalent can be promoted by writing stories and
poems, as modeled by teacher
ΠAllowed student to compare their ideas with
those of their classmate
ΠAble to draw conclusion and formulate questions
for inquiry investigation
|
  |
 
 


)(),
ΠStudents excel at using highly organized,
logical and rule-based system to create and
understand meaning
ΠTo promote logical-mathematical intelligent,
teacher should:
Use diverse questioning strategies
Pose open-ended problem for student to
solve
|
  |
 
 
r
ë Have student construct model of key
concept
Student discern pattern and connection in
diverse phenomena
Ask student to justify statement or opinion
Provide students opportunities for
observation and investigation
Have student to predict and verify logical
outcomes

|
  |
 
 
V
 

ΠCreate and obtain meaning through the
social world
ΠSkills in understanding society and its
problems and process,
Πdeveloped through the procedures that
promote group work

|
  |
 
 
„
ëŒ Developing this skills involves learning about
appreciating diverse point of view
ΠInvolves successfully working with a variety
of individuals who present various positions
and inclination (interest)
ΠStudent can develop these skill by working
on project

|
  |
 
 
·
Intra-personal
Πcreate and understand meaning through
intrapersonal (within on self) symbols
ΠInvolves self-reflection (philosophically,
psychologically and religiously)
ΠThe development of an integrated, well-
adjusted personality depend on an adequate
understanding of oneself
ΠOneself expression and an ability to fit these
in with important societal moral and ideals
Œ Eg: Ôeflective journal writing
|
  |
 
 
Î
 -
ΠUse the natural world as the means to create
and understand meaning
ΠMake distinctions in natural world in order
visualize to patterns and relationships between
living organisms
ΠInvolves the capacity of observing, reflecting,
making connection, classifying, integrating and
communicating
ΠTeacher can ask student to observe, conduct
research and so on

|
  |
 
 


 .
.
.
/((
Visual-Spatial ΠConcept map
ΠDraw maps
ΠMake models
ΠDraw pictures
ΠArts
Bodily- ΠDance
kinesthetic ΠPantomime
ΠSports

|
  |
 
 

ë 
(()
Π
Π
Π01

Œ
)2)

*+ Π# ((
 Π0#

Π)

 Π((
)() Π3
.
Π4
)
Π4(
Π()
|
  |
 
 

 
 Π

ë

Œ


Π3'.

Π

 Π
2
.1
Π&.2
'2

Π5/)
Π41
- Π.



Π-
121
)
Œ

+6.
)
Π+)
).
)
|
  |
 
 

a



Œ Now ² may not readily CLEAÔ how each of these
intelligence can be promoted in any classroom
ΠThe fact remains, that student have different
combination of these intellectual abilities and these
combination determines their areas of greatest
inclination and skill
ΠThus, learning can be increased when there are better
matches between student abilities and the work
students do in classroom
|
  |
 
  
ë
ΠTeacher need to give some of their student
experiences that are different from ordinary
ΠThe curriculum needs to include a much wider
range of experiences so that some students
are not unfairly discriminated against.

|
  |
 
  r