PRIMAS - University of NottinghamPRIMAS Promoting Inquiry-based learning in Mathematics and Science...
Transcript of PRIMAS - University of NottinghamPRIMAS Promoting Inquiry-based learning in Mathematics and Science...
PRIMAS
Promoting Inquiry-based learning in Mathematics and Science
2010-2013
Geoff Wake Malcolm Swan
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Aim of the day
• To explore how we might better support pupils in developing problem solving strategies through inquiry-based learning (IBL) in mathematics.
• To inform the writing of a report that identifies issues of how this might be achieved in classrooms in the near future.
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Recent curriculum changes
GCSE specifications in mathematics should enable students to:
•develop fluent knowledge, skills and understanding of mathematical methods and concepts
•acquire, select and apply mathematical techniques to solve problems
•reason mathematically, make deductions and inferences and draw conclusions
•comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.
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Themes of the day
Theme A: The nature and characteristics of IBL and PS
Workshop 1: How can we recognize and develop student learning in IBL and Problem Solving?
Informed by the work of PRIMAS and NRich
Theme B: Professional development for IBL and PS
Workshop 2: What do we know about teaching and learning problem solving? How can we sustain professional development in these areas?
Informed by the work of Bowland and IMPULS lesson study projects
Theme C: Creating the climate for IBL and PS
Workshop 3: How can assessment better support teaching?
What other initiatives can we take?
Informed by the work of AQA
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Theme A
The nature and characteristics of inquiry-based learning and problem solving
PRIMAS Promoting Inquiry in Mathematics
and Science Education Across Europe
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Broad aim
• To promote a greater uptake of inquiry-based learning in mathematics and science at both primary and secondary levels across Europe.
Our involvement
• Materials to support PD and classroom practitioners.
• Support professional development.
• Inform and influence policy.
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PRIMAS provides resources for professional development and classroom activities:
http://www.primas-project.eu
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A collaboration between:
• Germany University of Education, Freiburg
• Switzerland Université Geneve
• Netherlands Freudenthal Institute, University of Utrecht
• Spain University of Jaen
• Slovakia Constantine the Philosopher University in Nitra
• Hungary University of Szeged
• Cyprus Cyprus University of Technology
• Malta The University of Malta
• Denmark Roskilde University, Dept of Science, Systems and Models
• Romania Babeş-Bolyai University, Cluj Napoca
• Norway Sør-Trøndelag University College
• UK The University of Manchester
• UK University of Nottingham
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Short video
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What is IBL? What are Inquiry-Based Science
Education (IBSE) and Problem-Based
Learning (PBL)?
By definition, inquiry is the intentional
process of diagnosing problems,
critiquing experiments, and
distinguishing alternatives, planning
investigations, researching conjectures,
searching for information, constructing
models, debating with peers, and
forming coherent arguments.
Problem-Based Learning describes a
learning environment where problems
drive the learning. That is, learning
begins with a problem to be solved,
and the problem is posed in such a
way that children need to gain new
knowledge before they can solve the
problem.
Rocard Report
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Characteristics of IBL
Valued outcomes •Inquiring minds prepared for an uncertain future and lifelong learning •An understanding of the nature of Science and Maths
Teacher guidance •Values and builds upon students’ reasoning. •Connects to students’ experience
Classroom culture •Shared sense of purpose, ownership •Values contributions and mistakes •Dialogic talk, justification
Types of tasks •Open, multiple solution strategies •Experienced as real and/or scientifically relevant
Student activity •Values students posing their own questions •Students are engaged, and involved in exploration, explanation, extension, and evaluation. •Students collaborate with each other.
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What does Inquiry-based learning look like?
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The stimulus...... Building with waste plastic bottles in
Honduras
First we collect plastic bottles....
.... and fill them with sand....
.... and make some foundations with rocks....
.... and start to build....
.... and build....
.... and build....
.... and we then plaster the walls.
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PRIMAS working with
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Workshop 1
How can we recognize and develop student learning in IBL and Problem Solving?
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Theme B
Professional development for inquiry-based learning and problem solving
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Workshop 2
What do we know about teaching and learning problem solving?
How can we sustain professional development
in these areas?
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Theme C
Creating the climate for inquiry-based learning and problem solving
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Assessment
• Considered to be a major challenge to developing IBL and problem solving in nations across Europe
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Assessment
• What do we value when assessing mathematics: - knowledge? - skills? - understanding? - inquiry? - problem solving? - developing interest in the subject - awareness of relevance?
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Workshop 3
How can assessment better support inquiry based teaching and learning?