Thomas P. O’Neill
IT Instructor
Ross High School / Butler Tech
Shiela L. O’Neill
IT Pathway Manager
Greater Cincinnati Tech Prep Consortium

• How can we convince educators that
Inquiry Based Learning is a quality learning model?
– Will veteran educators think that this is just another one of those passing fads?

• Beginner
• Novice
• Experienced
• Expert

Tom and Shi are given the task of convincing educators from all over the nation of the power and validity of
Inquiry-Based Learning. They have been involved with the Ohio Department of Education during the development of
IBL, but they have never faced a large group of educators, so they are expecting to be extremely nervous, but success is imperative.

The team will use actual Inquiry-Based
Learning examples to enlighten this group of educators. It is understood that there is limited time, and there may be a few nonbelievers in the crowd. The presenting team must get the audience involved and engaged in order for this task to be accomplished.

Shi utilized this teaching method for two years and is convinced it is the most efficient way to teach programming. Her students performed better on State
Performance tests and were able to gain a much better understanding of programming concepts through this method.

Tom uses IBL on a daily basis and is convinced that this is a system that works. All his lessons are based on
“Real World” scenarios, and include highly engaging activities. Students are
100% committed to each lesson and the end result is a high degree of retained knowledge.

Tom receives an email from NCPN giving him a link to a page regarding a “Call for Proposals.”

Seeing this as an opportunity to share a useful educational resource with fellow educators, Tom forwards the email to Shi:

Shi responds with a message stating:

The team should have practical experience in creating and implementing
Inquiry-based Learning units.
The team will need to create an environment that enables the educators to learn, anticipating the scenario that some educators may be too shy to participate.

• Creating a Productive Learning Environment
– I Knowledge of Students
– II Knowledge of Subject Matter
– III Learning Environment
• Advancing Student Knowledge
– Assessment
• Improving Education Through Development
– Reflective Practice
– Collaborative Partnerships
National Board for Professional Teaching Standards

• Creativity and Innovation
– Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
• Students apply existing knowledge to generate new ideas
• Students use models and simulations to explore complex systems and issues
• Critical Thinking and Problem Solving
– Students identify and define authentic problems and significant questions for investigation
– Students use multiple procedures to explore alternative solutions
National Educational Technology Standards

Due to the limited time and the amount of material to be covered we will forego differentiated learning and assume that most educators have had no experience with IBL.

The team will provide audio visual equipment, computers and software to allow the presentation in the event the location does not provide those resources.
The team will provide writing utensils, paper, notes, and necessary information to allow attendees to take part in this activity.

The team will utilize the location provided by
NCPN with accommodations for seventyfive participants.
The location is best arranged in a workshop setting with tables and chairs rather than auditorium style.

• State Department of Education
• Buck Institute for Education
• Stellar Software, Inc.
• Greater Cincinnati Tech Prep Consortium

• NCPN
• Staples
• Kentucky Commonwealth Office of
Technology
• Eastern Kentucky University

• Project Based Learning – 2 nd edition
– Buck Institute
• Ohio Resource Center – Pathways
– http://pathways.ohiorc.org
• Multimedia Educational Resource for Online Learning and Teaching
– http://www.merlot.org

• Get involved
• Design challenging assignments
• Don’t be afraid to try this model
• Expect total involvement
• Set goals high
• Expect higher level thinking skills

Educators will be observed during the session and frequent Q&A periods will be utilized. (Formative Assessment)
Success will be determined by audience participation, questions, comments, and audience ability to create own IBL unit.
(Summative Assessment)

• http://muve.gse.harvard.edu/rivercityproject/inde x.html
(River City Project)
• http://webquest.org/index.php
(Web Quests)
• http://jonathan.mueller.faculty.noctrl.edu/toolbox/i ndex.htm
(Assessment Tools)
• http://www.jason.org/public/home.aspx
(The Jason Project)
• http://www.biology.duke.edu/cibl
(Center for Inquiry Based Learning)