Inquiry and Integration in Education

Develop in students the ability to think like a mathematician, a scientist, a philosopher, a historian, and so on
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  • Lectures 35
  • Length 4.5 hours
  • Skill Level Beginner Level
  • Languages English
  • Includes Lifetime access
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About This Course

Published 2/2016 English

Course 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.

What are the requirements?

  • Just your minds

What am I going to get from this course?

  • 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

What is the target audience?

  • This course is intended for middle school, high school, and university educators, curriculum developers, and those interested in education

What you get with this course?

Not for you? No problem.
30 day money back guarantee.

Forever yours.
Lifetime access.

Learn on the go.
Desktop, iOS and Android.

Get rewarded.
Certificate of completion.

Curriculum

Section 1: Learning Trigger 1 - Introduction to Inquiry and Integration
How to Navigate through Learning Trigger 1
Article
09:32

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

12:25

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

17:37

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

Article

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.

Article

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

16:04

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

Section 2: Learning Trigger 2 - Mathematical vs Scientific Inquiry
How to Navigate through Learning Trigger 2
Article
13:11

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

11:21

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

08:07

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

04:32

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

08:59

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

Article

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.

For Educators: Maternal Grandmother
Article
15:31

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 2
10:11
Section 3: Learning Trigger 3 - Observational Scientific Inquiry
How to Navigate through Learning Trigger 3
Article
15:47

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

08:20

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

Article

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.

Article

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.

For Educators: Introduction to Observational Inquiry
Article
Section 4: Learning Trigger 4 - Mathematical Inquiry
How to Navigate through Learning Trigger 4
Article
15:10

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

12:41

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

09:03

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

19:46

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

11:21

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

07:51

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

12:22

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

13:29

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

Article

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.

Article

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.

For Educators: Introduction to Mathematical Inquiry
Article

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Instructor Biography

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.

Instructor Biography

Dr Tara Mohanan, 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.

Instructor Biography

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.

Instructor Biography

Dr K P Mohanan, 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.

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