User:Dhofknecht

Link to mini-course: Exploring Inquiry-Based Learning for the Math Teacher

About Me

Thank you for stopping by my course! My name is Dana Hofknecht and I am a high school and middle school math teacher on Long Island. I am in my 3rd year of teaching- which includes some leave replacements and a probationary position. Throughout my teaching career thus far, I have taught 7th and 8th grade AIS, 8th grade math, Algebra I Summer School, Geometry Extended, Algebra II (regents and extended), and Pre Calculus. I feel that throughout all the different courses I have taught led me to a good insight on what the foundations of each level of math is and how each level intertwines with the others.

My Topic and Purpose

My topic is inquiry based learning in the math classroom. Within this mini course, you will learn how inquiry based learning differs from direct instruction, how students respond to inquiry based learning, what are some negative components of inquiry based learning, and some more topics that are relevant to a secondary math teacher. I have chosen to create this course on Inquiry Based Learning in the math classroom because I have found that so much learning in math is through direct instruction and I think that there are really great topics that can take more of an exploratory approach. As a new teacher, I often looked at some of our topics and thought "How will I ever get students to discover these facts without just saying it to them?" and after some creativity and exposure to the material, I have incorporated some really great inquiry based lessons to integrate into my curriculum.

Scope of Learning Outcomes and Content

The goal of this course is to learn more about how you can integrate inquiry based lessons into your math classroom! The goal is not to reinvent the wheel or to change your curriculum, but instead to change methods of instruction for a few lessons here and there. This will increase student engagement and find ways to give students a deeper understanding and the feeling of ownership around their learning! Some specific learning outcomes include:

• What is inquiry based learning and how does it differ from direct instruction?
• How do students respond to inquiry based learning?
• What are the downsides of inquiry based learning and how can we combat them?
• How are assessments affected by inquiry based learning?
• What does inquiry based learning look like and how can I actually use it in my math classroom?

Needs Assessment

I conducted my needs analysis assessment through a google form survey that I sent to my colleagues and my ETAP 623 classmates.  I chose to use a google form a way to visualize the data that I collected in a neat and concise manner.  

Through my needs analysis, I learned that the nature of the problem with inquiry based learning, especially in a math classroom, is how to effectively use inquiry based learning to meet the needs of all learners, especially given the time constraint of the school year.  I believe this is an instructional opportunity for current teachers to learn more about the topic through professional development.  Through my needs analysis survey, it seems that teachers are open to trying it but they need more information on how to do so effectively.  Due to this, my target learners would be teachers or soon to be teachers who feel this way.  I want to show that inquiry based learning can be used throughout the school year as an alternative to direct instruction that will still meet the needs of all learners, including those who struggle academically, and can be done in a timely manner.  

The instruction of this course can be completed asynchronously through the provided modules.  I chose to set this course up like this because most of my learners are full time teachers who have time restraints and difficult schedules.  My learners will have the opportunity to scroll through modules when they are available and refer to them when needed, especially while creating their own inquiry based lessons.  

Analysis of the Learner and Context

Participants: The learners in this course will be current or soon to be teachers who would like to change their lessons and implement inquiry based lessons throughout their own courses.  My course will be geared towards math content, but I believe that the material I am teaching can be carried over to different content areas.  The teachers who are taking this course may come with different experiences and pedagogical preferences, but they will all learn about how to step out of their comfort zone and try something new in the classroom, or learn more about a topic they are already familiar with.  

Prior Experiences, Knowledge, Skills, and Interest: The participants in my study may come from different content areas, years of experiences, and cultural differences and have differences in their pedagogical preference.   The only “prerequisite” to taking this course is that the participants have some sort of prior knowledge on teaching.  They can be a teacher, student, or someone interested in the profession.  As I mentioned, this course will be geared towards math, so some teachers may choose to search for another course, based on their interest level in math.

Settings for Learning: The learners of this mini course will engage in an asynchronous, self-guided study while learning various modules.  The modules will “flow” from one to the next, providing the participants with an easy and engaging learning experience.  Within each module, there will be visual learning aids, such as videos, images, infographics, and others.  There will also be texts, documents, and other resources to aid in learning.  This mini course can be completed by individuals who would like to learn more about inquiry based learning on their own or as a group professional development for an entire math department in a school district.  There will be included sections on discussion points that will be very valuable if a group of teachers are working through the mini course, as they can engage in a small group discussion. Regardless of how this mini course is completed, it is a self-paced online learning.  If a group were to use this, they would be able to move at their own pace, potentially after school for a few days or during a superintendent conference day.  

Time Spent: The time spent on this course will vary, as there is not a set time amount that is expected.  This will depend on prior knowledge, pace of the learner, and how much the learner will immerse themselves in the modules.  It is estimated to take between several hours to several weeks, depending on the factors stated above.

Materials Needed: All participants will need technology and an internet connection to complete this course.  Participants must be able to view, download, and print (if desired) the shared resources.  Headphones are not required but would be beneficial to watch the videos.  It could also be helpful for the participants to have their own lessons to reflect upon.  

Performance-Based Objectives

After completing this mini-course, learners will be able to:

• Explain inquiry-based learning and demonstrate how to apply it into a math classroom.

• Understand why it is beneficial to use an inquiry-based approach in a math classroom.  

• Understand the differences between this teaching method and others, and the benefits vs drawbacks of each method.

• Understand and design the learning process behind an inquiry-based lesson to work towards a curriculum goal (such as a standardized test) while keeping in mind the time frame requirement.  

• Adapt an inquiry-based lesson plan for a lesson that they already teach.

• Learn strategies for how to formatively assess students who learn in an inquiry-based setting.  

Task and Content Analysis

Pre-Requisites: As a pre-requisite for this course, learners should be knowledgeable about their content standards and familiar with using a computer.  

Unit 1: What is Inquiry Based Learning?

Learners will:

• Analyze an article on what is inquiry based learning accompanied by discussion questions to reflect.

• Analyze an inquiry based lesson plan and graphics.

• Complete a short quiz to monitor learning.  

Unit 2: What are the effects of Inquiry Based Learning?

Learners will:

• Read and analyze a study conducted examining the effects of inquiry based learning vs traditional.

• Compare and contrast the differences between an inquiry based lesson and a traditional lesson they would typically use in their classroom.

• Watch a video about the benefits of inquiry based learning accompanied by discussion questions to reflect.

Unit 3: How can I use Inquiry Based Learning in my classroom?

Learners will:

• Apply their new knowledge of inquiry based learning to create their own Inquiry Based lesson plan based on their current standards as a final assessment for this course.  

• Respond to prompt questions, including questions on “math talk.”

Curriculum Map

File:Inquiry Based Learning Curriculum Map- Dana Hofknecht.pdf

Inquiry Based Learning Curriculum Map

References and Resource

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