EDU112 and MAT157 joined together for a Learning Community. In meeting course competencies for both courses, instructors developed then facilitated an Inquiry-Based Learning (IBL) Project. Inquiry based learning starts with a team (in our case, partners), who have a legitimate, real-life inquiry into a situation where the solution is not readily apparent. It closely follows the model of Problem-Based Learning (PBL) but with required mathematical applications. Using the "Explanation and Model of Inquiry Based Learning" and "inquiry Based Mathematics Lesson" (see attachments), the instructors guided the students through the process. They outlined the problem and gave the students nine possible topics (see attached "Explanation of Project" and "PBL Topics"). Students then created a Ppt presentation following the "PBL Powerpoint Organization" rubrics and were assessed by instructors using this as well as the SAAC-generated "Technological Literacy Rubric" (both attached). All nine presentations scored a perfect 50 out of 50 on the Technological Literacy Rubric.
Hey Pete and Natalie, I really enjoyed learning about some of the learning plans you had them work on, such as the real world activity where they had to computer the square footage of tile vs. carpet for a home.
My questions to you are:
Erik - 100% of the students scored !00% on the Technology Literacy Assessment. By providing them the template ahead of time, and explaining how we would score it, we ensured their success at the highest level.
We had two students that did not work well together. Next time we will use the "Group Contract" (see other CATS by Turner) prior to starting the process.
My question would be were these scores due to the instruction? In other words what was their understanding of the ideas before and thus how did the intervention (materials/class) change them? This is something I especially worry about when the results are exhibiting a ceiling effect.
But I did like what you have done.