SHOW NOTES
PBL and Inquiry
How Do We Bring Inquiry into the Classroom?
- This episode centers on the crucial role of inquiry in project-based learning (PBL) and provides practical strategies for fostering a culture of inquiry in the classroom.
- Ryan emphasizes that true inquiry occurs when learners actively engage in questioning and seeking answers, moving beyond superficial engagement to a deeper level of intellectual curiosity.
- The episode focuses on “Knows and Need to Knows,” a core PBL practice that empowers students to identify their existing knowledge and pinpoint the areas where they need further learning.
Bringing True Inquiry to Life
- Ryan differentiates between surface-level inquiry (like asking an engaging bell-ringer question) and true inquiry where learners actively raise questions driven by genuine curiosity.
- An example is given of students questioning the feasibility of obtaining $500 for a project, signifying their investment in the problem.
- “Need to Knows” serve as a catalyst for true inquiry by encouraging students to articulate their learning needs.
The Power of “Need to Knows”
- “Need to Knows” are central to effective PBL implementation. They ensure that instruction meets learners where they are, personalizing the learning experience.
- Ryan uses the example of teaching compound sentences. Through pre-assessment or “need to know quizzes,” teachers can gauge students’ existing understanding.
- This allows for tailored instruction: a full workshop for those needing a refresher, and alternative activities for those who’ve already mastered the concept.
- This approach avoids unnecessary repetition for students who have already mastered the content, respecting their time and abilities.
Types of “Need to Knows” and Their Applications
- Ryan highlights two main categories of “Need to Knows”:
- Database Need to Knows: These address specific content knowledge and skills. Pre-assessments help determine which workshops or lessons are needed.
Resources
Magnify Learning – www.magnifypbl.com
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