Information Processing Methods

The Socratic Method (Overview)

• Primary Goal : To have students think critically about difficult issues
• Valuable in places where students learn ethics: history class, law class, civics, teachable moments on the playground

Socratic Method (How To)

• Provide a controversial topic and questions for students
• Have them develop their own questions or develop them as a class
• Start by leading the discussion
• Focus on conversation on topic and don’t allow tangents
• Allow for equal time from all members
• Force students to elaborate and clarify their contributions
• Take on roll as devil’s advocate
• Student must defend their opinion as you come up with rebutting arguments

Socratic Method (How To)

• Clarify, synthesize, and restate earlier opinions
• Students will: Think and speak persuasively, Actively listen , Demonstrate respect for different thoughts, values, and ideas , Not interrupt each other
• There is no right answer

Inquiry-Based Learning (Overview)

• Inquiry-based learning (IBL) is a form of active learning that starts by posing questions, problems or scenarios – rather than simply presenting established facts or portraying a smooth path to knowledge.
• In IBL, students: Develop questions that they are hungry to answer, Research the topic using time in class, Present what they’ve learned, and Reflect on what worked about the process and what didn’t

Inquiry-Based Learning (For Students)

• 5 E’s to Learning in IBL: Engagement, Exploration, Explanation, Elaboration, Evaluation
• What does IBL look like for students? Students view themselves as active participants in the process of learning, Students accept an “invitation to learn” and readily engage in the exploration process, Students plan and carry out investigations, Students communicate using a variety of methods, Students propose explanations and solutions and build a store of concepts, Students raise questions, Students use observations, and Students critique their science practices

Inquiry-Based Learning (For Teachers)

• What does IBL look like for teachers? Teachers model behaviors and skills, Teachers support content learning, Teachers use multiple means of assessment, and Teachers act as facilitators

Project-Based Learning (Overview)

• Definition: Project Based Learning (PBL) is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.
• In PBL, teachers make learning come alive for students
• PBL prepares students for academic, personal, and career success by readying the student to rise to the challenges of their lives and the world they will inherit
• Students work on a project over an extended period of time (from a week up to a semester) that engages them in solving a real-world problem or answering a complex question.

Project-Based Learning (Design Principles)

• 4 Design Principles that are especially important in PBL:
• Defining learning appropriate goals that lead to deep understanding
• Providing support such as beginning with engaging problems that lead to learning before completing projects
• Including multiple opportunities for formative self-assessment
• Developing social structures that promotes participation and revision (collaboration among students, teachers, and others in the community)

Project-Based Learning (Benefits)

• Integrates curriculum
• Encourages lifelong learning & civic responsibility
• Engages and motivates bored or indifferent students
• Supports students in learning problem solving, communication, and self-management
• Creates positive communication and collaborative relationships
• Meets the needs of learners with varying skill levels and learning styles

The End