Cultivating Curiosity in an IBL Blended Classroom
Cultivating curiosity, promoting critical thinking, and engaging 9th-10th grade students in geometry through an Inquiry Based Learning approach in a blended classroom. Implementing Rocketbooks for digital submission enhances learning outcomes and data collection efficiency.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
You are allowed to download the files provided on this website for personal or commercial use, subject to the condition that they are used lawfully. All files are the property of their respective owners.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.
E N D
Presentation Transcript
Launch into Learning Launch into Learning Cultivating Curiosity in an IBL Blended Classroom Hannah R. Spangler Middlesboro High School
Curiosity: If students are curious, then they will ask more questions and want to learn. Engagement Critical Thinking: If students learn how to think critically and problem solve, solving math problems is easier AND it will serve them well in life. Is key Inquiry Based Learning: This model highlights and targets students being responsible for their own learning. They ask the questions, they explore concepts. I am more of a facilitator of the learning, guiding them in the right direction but not telling them what to do.
Will an Inquiry Based Learning approach keep 9th-10th grade students engaged, promote curiosity, increase critical thinking skills, and aid students in developing a deep understanding of geometry in a blended learning environment?
Inquiry Based Learning, as defined by Edutopia, is more than asking a student what he or she wants to know. It s about triggering curiosity. And activating a student s curiosity is, I would argue, a far more important and complex goal than mere information delivery (Walpert-Gawron, 2016, para. 1). There are four key components to an IBL classroom: 1.) Students end up asking the questions instead of the teacher; 2.) Research or exploration of a topic is done in class before the instruction; 3.) Students present what they learn during the research/exploration phase; 4.) Students reflect on their findings, were they correct? How did I come to that conclusion? (Walpert-Gawron, 2016). The goal of an IBL classroom is to promote student engagement by empowering them to look beyond the textbook. References Wolpert-Gawron, H. (2016, August 11). What the Heck Is Inquiry-Based Learning? Edutopia. https://www.edutopia.org/blog/what-heck-inquiry-based-learning-heather-wolpert-gawron
How to achieve an IBL Digital Classroom In order to implement an IBL classroom while teaching online I needed a way for students to easily submit written work online. Geometry requires drawing figures, constructing figures with tools, and writing out solutions that is more beneficial to learning when done on paper (plus much, much easier than trying it on a computer). Rocketbooks were the answer! Rocketbooks will allow my students to answer questions, illustrate their solutions and practice construction skill while easily and efficiently turn their work in digitally.
Increased Curiosity/Interest in Geometry Student Survey Results Indication is that curiosity and interest have increased
1st and 2nd 9 Weeks Results 3rd 9 Weeks Results Question Strongly Agree Agree Neutral Disagree Strongly Disagree Strongly Agree Agree Neutral Disagree Strongly Disagree I Enjoy Learning About Math 0% 30% 50% 16% 4% 4% 38% 50% 8% 0% Strongly Agree Agree Neutral Disagree Strongly Disagree Strongly Agree Agree Neutral Disagree Strongly Disagree I believe that what I learn in math class will help me in my daily life outside of high school 8% 50% 16% 22% 4% 12% 57% 7% 12% 12% Strongly Agree Agree Neutral Disagree Strongly Disagree Strongly Agree Agree Neutral Disagree Strongly Disagree The lessons my math teacher creates spark my curiosity and I want to learn more about the topic 0% 49% 28% 15% 8% 4% 62% 19% 15% 0% Strongly Agree Agree Neutral Disagree Strongly Disagree Strongly Agree Agree Neutral Disagree Strongly Disagree I feel comfortable sharing my work and my thoughts about the content I learn in math class, even when I don t fully understand. 8% 38% 41% 15% 0% 15% 46% 35% 4% 0% Strongly Agree Agree Neutral Disagree Strongly Disagree Strongly Agree Agree Neutral Disagree Strongly Disagree I am comfortable asking my teacher questions when I don t understand a concept. 40% 42% 18% 0% 0% 46% 42% 12% 0% 0% Strongly Agree Agree Neutral Disagree Strongly Disagree Strongly Agree Agree Neutral Disagree Strongly Disagree I am comfortable asking my classmates questions when I don t understand a concept. 15% 65% 12% 8% 31% 58% 12% 0% 0% Strongly Agree Agree Neutral Disagree Strongly Disagree Strongly Agree Agree Neutral Disagree Strongly Disagree I want to come to class each day. 0% 40% 50% 10% 0% 15% 42% 35% 8% 0%
1st and 2nd 9 Weeks Results 3rd 9 Weeks Results Question Strongly Agree Agree Neutral Disagree Strongly Disagree Strongly Agree Agree Neutral Disagree Strongly Disagree I feel like I am learning when I am in math class. 8% 60% 22% 10% 23% 65% 8% 4% 0% The next questions are about how often these tasks are preformed in math class. Quarterly Daily Weekly Monthly Quarterl y Rarely/ Never Daily Weekly Monthly Rarely/ Never I use my RocketBook to aid my learning. 0% N/A N/A N/A N/A N/A 12% 65% 15% 8% Quarterly Quarterly Daily Weekly Monthly Rarely/ Never Daily Weekly Monthly Rarely/ Never I participate during in class discussions (in person) 4% 4% 50% 27% 4% 15% 69% 23% 0% 4% Quarterly Quarterly Daily Weekly Monthly Rarely/ Never Daily Weekly Monthly Rarely/ Never I participate during in class discussions (virtual) 0% 4% 15% 10% 30% 45% 27% 27% 8% 35% Quarterly Quarterly Daily Weekly Monthly Rarely/ Never Daily Weekly Monthly Rarely/ Never I participate in the discussion board 8% 8% 38% 31% 8% 15% 38% 31% 8% 15% Quarterly Quarterly Daily Weekly Monthly Rarely/ Never Daily Weekly Monthly Rarely/ Never I reflect on how I solve problems presented to me 0% 0% 23% 40% 0% 37% 77% 23% 0% 0% Quarterly Quarterly Daily Weekly Monthly Rarely/ Never Daily Weekly Monthly Rarely/ Never I am engaged while in math class 0% 0% 15% 70% 10% 5% 81% 19% 0% 0%
Student Comments: I am encouraged to keep my grades up I like that we do not do the same thing every day I am engaged because of the way the assignments are made. I enjoy learning new and hard things. It helps me expand my thinking. What's helping me learn is having practice problems that my teacher goes over with me, and when I don't understand, she helps me until I understand. I enjoy the organization of the class. There's enough variety in the assignments to keep me interested, but not so much that it gets confusing. I also appreciate that the class isn't very stressful. I like your way of teaching it is quiet fun, and enjoyable. It's a different way of learning things and it makes it easier for me to understand things and comprehend better. Compared to like taking notes the entire class isn't that fun. you're a good teacher to talk to and that also makes me feel comfortable to ask any questions i might have about any assignment or anything i want to ask personally about things outside of school i enjoy how you teach it makes it easy to understand and i actually learn about it
Regular Participation Work Samples and Results
Regular Participation Data is Based on Teacher Observations 1st 9 Weeks 33% of my students failed. This was almost entirely due to them not completing online assignments and not joining online class. 3rd 9 Weeks 16% of my students failed, mainly for the same reasons. However, daily participation from both my in person and virtual students has increased dramatically. In-person engagement is better this year than it has ever been during the 3rd 9 weeks. In the beginning I had several classes where the students were completely silent for the full 50 minutes. No questions, staring at a screen or assignment. Now, they laugh, ask questions, engage in learning, and they are learning.
Critical Thinking Survey Results were Inconclusive at best.
Average Scores Initial Exam Mid-year Exam 56% 56% Some students drastically improved! Some stayed exactly the same. Some preformed a lot worse. Ultimately the results from this exam were inconclusive. However, in general, I believe that my students critical thinking skills have improved. They need less help understanding content and assignments, they are solving complex problems easier than any group of students before, and they are efficiently designing and executing engineering type real world problems with minimal instruction.
Deeper Understanding of Geometry Concepts I was not able to give a mid-term and will not be able to give a final exam. Our district decided that no final exams or mid-terms would be given this year.
Active Engagement Engagement has been achieved!
Engagement has been achieved! My students are more engaged this year than they have ever been in my classes. I have even had students tell me that my class is the only class that they remain in-person for! A 16% decrease in the number of failures and 81% of students reporting that they felt engaged daily in Geometry with the remaining 19% claiming to be engaged weekly indicated that students are engaged. In person students are more engaged than their virtual counterparts, however, I have seen an improvement in engagement levels throughout the year and students are participating more and more every day. Inquiry based learning has been incredible this year, even though it didn t go exactly as planned. RocketBooks have helped tremendously in my weekly lessons and students are learning and having fun. See for yourself!
