Inquiry and Integration in Education
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Inquiry and Integration in Education

Develop in students the ability to think like a mathematician, a scientist, a philosopher, a historian, and so on
0.0 (0 ratings)
Instead of using a simple lifetime average, Udemy calculates a course's star rating by considering a number of different factors such as the number of ratings, the age of ratings, and the likelihood of fraudulent ratings.
4 students enrolled
Last updated 9/2016
English
Current price: $10 Original price: $100 Discount: 90% off
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Includes:
  • 4 hours on-demand video
  • 14 Articles
  • 10 Supplemental Resources
  • Full lifetime access
  • Access on mobile and TV
  • Certificate of Completion
What Will I Learn?
  • think like a mathematician, like a scientist, like a philosopher, like a historian, and so on
  • develop these thinking abilities in students
  • create lesson plans and other teaching/learning materials which aim at these abilities
View Curriculum
Requirements
  • Just your minds
Description

It is important that school, college, and other curricula aim at:

i) an understanding of the concepts and propositions of knowledge; and

ii) the ability to apply (i) to a range of familiar (and novel) problems and situations.

This is hardly sufficient though. We believe that to qualify as 'high quality', curricula should go beyond (i) and (ii) to aim at:

iii) critical understanding: an understanding of the evidence and arguments for or against established knowledge as well as controversial concepts and propositions;

iv) the ability to think critically about concepts and propositions;

v) the ability to engage in independent inquiry; and

vi) the capacity for an integrated perspective on (i)-(v).

The aim of this course is to help the participants develop the capacity to design syllabi, teaching-learning materials, classroom activities, and assessment, oriented towards (iii)-(v), with some bit of (vi). The course will contain a mixture of recorded classroom sessions, other videos, as well as a significant amount of reading materials. This course is aimed at middle school, high school, and university educators, but other with an interest in education will also gain from this. The course is intended to be a 12 week course, with around 5 hours of work per week.

Who is the target audience?
  • This course is intended for middle school, high school, and university educators, curriculum developers, and those interested in education
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Curriculum For This Course
Expand All 35 Lectures Collapse All 35 Lectures 04:18:41
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Learning Trigger 1 - Introduction to Inquiry and Integration
7 Lectures 56:56
How to Navigate through Learning Trigger 1
01:00

This is part 1 of a 3-part introduction to Inquiry and Integration.

Preview 09:32

This is part 2 of a 3-part introduction to inquiry and integration

Introduction to Inquiry and Integration Part 2: Some Examples
12:25

This is part 3 of a 3-part introduction to inquiry and integration

Introduction to Inquiry and Integration Part 3: More Examples
17:37

This is the first chapter of a textbook on Inquiry and Integration. The language is aimed at high school students, but is aimed at anybody who has completed the 8th grade.

Textbook Chapter 1: Introduction to Inquiry and Integration
00:12

This is a lesson plan aimed at developing the mindset of doubting and questioning.

For Educators: Solids and Liquids
00:05

This video is a classroom implementation of the previous lesson plan.

Preview 16:04
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Learning Trigger 2 - Mathematical vs Scientific Inquiry
10 Lectures 01:13:09
How to Navigate through Learning Trigger 2
01:00

This is part 1 of a 5-part introduction to the distinction between Mathematical and Scientific Inquiry.

Mathematical vs Scientific Inquiry Part 1: Introduction
13:11

This is part 2 of a 5-part introduction to the distinction between Mathematical and Scientific Inquiry.

Mathematical vs Scientific Inquiry Part 2: Paper Folding
11:21

This is part 3 of a 5-part introduction to the distinction between Mathematical and Scientific Inquiry.

Mathematical vs Scientific Inquiry Part 3: Sides of a Triangle
08:07

This is part 4 of a 5-part introduction to the distinction between Mathematical and Scientific Inquiry.

Mathematical vs Scientific Inquiry Part 4: Consecutive Numbers
04:32

This is part 5 of a 5-part introduction to the distinction between Mathematical and Scientific Inquiry.

Mathematical vs Scientific Inquiry Part 5: Human Hearts
08:59

This is the 2nd chapter of a textbook on Inquiry and Integration. The language is aimed at high school students, but is aimed at anybody who has completed the 8th grade.

Textbook Chapter 2: Observing and Describing
00:12

For Educators: Maternal Grandmother
00:05

Watch the video (in two parts) and read the attached document. Reflect on the following questions:

  • Can you articulate the learning outcomes the video aims at?
  • What do you think are the specific mental abilities that the tasks in this video and reading aim to nurture?
  • How efficient and effective do you think are the pedagogical strategies used to achieve these goals?
  • If you were to teach this lesson, which class would you think it appropriate for?
  • If you are tempted to modify the learning outcomes or the pedagogy, what would the modifications be?
Classroom Implementation: Grandmothers Part 1
15:31

Classroom Implementation: Grandmothers Part 2
10:11
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Learning Trigger 3 - Observational Scientific Inquiry
6 Lectures 25:30
How to Navigate through Learning Trigger 3
00:55

This is part 1 of a 2-part introduction to Observational Inquiry.

Observational Inquiry Part 1: Counting, Measuring, Inexactness and Correlation
15:47

This is part 1 of a 2-part introduction to Observational Inquiry.

Observational Inquiry Part 2: Causation and Experimentation
08:20

This is the 3rd chapter of a textbook on Inquiry and Integration. The language is aimed at high school students, but is aimed at anybody who has completed the 8th grade.

Textbook Chapter 3: Generalising
00:12

This is the 4th chapter of a textbook on Inquiry and Integration. The language is aimed at high school students, but is aimed at anybody who has completed the 8th grade.

Textbook Chapter 4: Classifying
00:12

For Educators: Introduction to Observational Inquiry
00:03
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Learning Trigger 4 - Mathematical Inquiry
12 Lectures 01:43:06
How to Navigate through Learning Trigger 4
00:55

This is part 1 of a 4-part introduction to Mathematical Inquiry.

Mathematical Inquiry Part 1: Introduction
15:10

This is part 2 video A of a 4-part introduction to Mathematical Inquiry.

Mathematical Inquiry Part 2: Conjecturing, Generalising, and Proving - Video A
12:41

This is part 2 video B of a 4-part introduction to Mathematical Inquiry.

Mathematical Inquiry Part 2: Conjecturing, Generalising, and Proving - Video B
09:03

This is part 3 video A of a 4-part introduction to Mathematical Inquiry.

Mathematical Inquiry Part 3: Proving from Axioms and Definitions - Video A
19:46

This is part 3 video B of a 4-part introduction to Mathematical Inquiry.

Mathematical Inquiry Part 3: Proving from Axioms and Definitions - Video B
11:21

This is part 4 video A of a 4-part introduction to Mathematical Inquiry.

Mathematical Inquiry Part 4: Setting up Axioms and Definitions - Video A
07:51

This is part 4 video B of a 4-part introduction to Mathematical Inquiry.

Mathematical Inquiry Part 4: Setting up Axioms and Definitions - Video B
12:22

This is part 4 video C of a 4-part introduction to Mathematical Inquiry.

Mathematical Inquiry Part 4: Setting up Axioms and Definitions - Video C
13:29

This is the 5th chapter of a textbook on Inquiry and Integration. The language is aimed at high school students, but is aimed at anybody who has completed the 8th grade.

Textbook Chapter 5: Reasoning
00:12

This is the 6th chapter of a textbook on Inquiry and Integration. The language is aimed at high school students, but is aimed at anybody who has completed the 8th grade.

Textbook Chapter 6: Defining
00:12

For Educators: Introduction to Mathematical Inquiry
00:03
About the Instructor
Madhav Kaushish
0.0 Average rating
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4 Students
1 Course
Educator at ThinQ

BA Mathematics with High Honors, Oberlin College

Madhav Kaushish founded SmarterGrades, an online, adaptive numeracy learning portal in 2011 with funding from the Ewing Marion Kauffmann Foundation. He then worked with Universal Learn Today (The educational wing of India Today) as a Curriculum Developer and Mathematics Education Specialist, and later as their Manager of Online Educational Product Development. His current preoccupation is with creating materials, including textbooks, lesson plans, and videos, for students to learn how to think like Mathematicians.

Dr Tara Mohanan
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4 Students
1 Course
Linguist, Educator, Researcher, Member of ThinQ

PhD Linguistics, Stanford University, USA

Tara Mohanan is well known internationally for her work on theoretical issues in linguistics. Her doctoral dissertation, Argument Structure in Hindi, was published by the Center for the Study of Language and Information, Stanford. At the NUS, she co-designed with K P Mohanan an Inquiry-Oriented undergraduate program in Linguistics. Her other preoccupation in academia is to design and develop a program to introduce students to rational inquiry across disciplines.

Ms Jayasree S
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0 Reviews
4 Students
1 Course

A Master's in Mathematics from IIT Madras, Jayasree has taught students across levels - from secondary school to undergraduate at various institutions including SIES College Navi Mumbai, The Air Force School and Reliance School, Jamnagar. She has also worked for Educational Initiatives, a leading assessment and teaching company in India across their Assessment, Teaching and Evaluation divisions. During this period she has created online learning modules, diagonostic assessments, teacher assessments, teacher support materials and worked extensively on evaluation of educational programs in the government school space. Currently she is a member of team ThinQ, working on creating inquiry oriented teaching learning materials.

Dr K P Mohanan
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0 Reviews
4 Students
1 Course
Professor, Researcher, Educationist, Member of ThinQ

MS, PhD Linguistics, MIT, Cambridge, USA

K P Mohanan has taught at the University of Texas at Austin; MIT; Stanford University; and the National University of Singapore (NUS). He has made significant contributions to linguistic theory; was the architect of an Inquiry-Oriented undergraduate program in Linguistics at NUS; and has worked extensively with the nature of academic knowledge and inquiry. He is currently a Visiting Professor at IISER-Pune.