Inquiry-Based Learning

Chip BruceMarch 8, 2010

Today• Musicking inquisitively

• Equity & excellence in education (E3)

• Discussion of social studies readings

• Easley assumptions

• YCI curriculum

• Vygotsky

• Questions about inquiry-based learning

3

Musicking Inquisitively

A preliminary inquiry

4

“What do we listen to?”Genre %RockCountryRap/Hip-hopR&B/UrbanOtherPopReligiousChildren’sClassicalJazzSoundtracksOldiesNew Age

31.8 11.910.7 10.2 9.1 9.16.53.0 1.9 1.1 0.8 0.70.6

In the US:

Percent of Music Sales (downloads & albums)

Source: 2008 Consumer Profile, Recording Industry Association of America

5

Youtube: “Chip’s Ahoy” commercial

Musical interlude . . .

6

“How do we participate musically?”In the US (in 2008):

12.7% of adults report playing a musical instrument at some point over the past year

5.4% report singing in a choir/chorale/glee club

Source: 2008 Survey of Public Participation in the Arts, National Endowment for the Arts

7

Youtube: 2008 Japan Wind Orchestra and Ensemble Competition

Musical interlude . . .

8

Discuss . . .

Think back on your music education:

How did it connect or not connect to your current musical participation?

Readings• Beyer, B. K. (1971). Inquiry in the social studies

classroom: A strategy for teaching. Columbus, OH: Charles E. Merrill.

• Donnan, Caroline (1988). Following our forebears’ footsteps: From expedition to understanding. In V. Rogers, A. D. Roberts & T. P. Weinland (Eds.), Teaching social studies: Portraits from the classroom (Bulletin No. 82) Washington, DC: National Council for the Social Studies.

• Grace, Patricia (1987). Butterflies. In Electric city and other stories. New Zealand: Penguin.

Easley assumptionsTeachers should regularly lead class discussions, presenting clear explanations and examples of basic concepts and/or asking questions so that students can piece together the principles desired.

All teachers need to master their subjects, as a prior condition to trying to teach them.

Teachers can and should transmit their knowledge to pupils.

Teachers should, at first, present simple and easy problems and tasks, in order to build pupils' courage to tackle more difficult and unfamiliar tasks.

Teachers should give equal attention to all pupils.

Teachers should give quick feedback on pupils' work, indicating clearly what is wrong and why.

Children should focus first on content and second on means of expression.

Children should strive to understand their teachers and the textbooks.

Students' and teachers' schemes

Easley, Jack (1987). A teacher educator's perspective on students' and teachers' schemes. In D. Perkins, J. Lochhead, & J. Bishop (Eds.), Thinking: The second international conference (pp. 507-527). Hillsdale, NJ: Erlbaum.

Next week, Mar 15• Read (libraries & information literacy):

go.illinois.edu/iblread

• Open Discussion

• Create: Design an inquiry activity (incl. background readings)

• Continue discussion in Projects+

Projects• Collaborative social architecture (Michael--Mar 29)

• Food perception (Joy, Lizzie, Esther, Maggie, Brent--Apr 5 @Luna)

• Equity & excellence in education (E3) (Katrina, Noelle, Emilia, Imani, Xiaoxiong--Apr 12)

• Musicking inquisitively (Brittany, Kitty, Miriam, Naomi, Yueh-Mei--Apr 22)

• Community gardening (Saramanda, Robin, Suzanne, Meadow--Apr 26)

• Social science classroom (Patrick)

• Afterschool youth (Licia)

• Engaging teens in learning (Daylily)

• Blended learning (Adam, Chip)

Questions about inquiry-based

learning