On Tuesday, October 16, Amy Rushall and I co-facilitated a Faculty Development Workshop at Northern Arizona University. The title of our workshop was “Designing Inquiry-Based Learning Experiences.” Here is the abstract for our session.
What is inquiry-based learning (IBL)? Why use IBL? How can you incorporate more IBL into the classes that you teach? In this talk, we will address all of these questions, as well as discuss a few different examples of what an IBL classroom might look like in practice.
The participants in the workshop, which included a cohort of visiting Chinese scholars, represented a wide variety of disciplines including math, chemistry, computer science, hotel and restaurant management, business, and more.
The purpose of my portion of the workshop was to introduce inquiry-based learning (IBL) in general terms and provide motivation for why teachers should consider implementing IBL in their classrooms. Below are my slides for the workshop.
Amy’s part of the workshop addressed more specific ways in which one might apply IBL techniques.
Mathematics & Teaching
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The source code is on GitHub.
Flagstaff and NAU sit at the base of the San Francisco Peaks, on homelands sacred to Native Americans throughout the region. The Peaks, which includes Humphreys Peak (12,633 feet), the highest point in Arizona, have religious significance to several Native American tribes. In particular, the Peaks form the Diné (Navajo) sacred mountain of the west, called Dook'o'oosłííd, which means "the summit that never melts". The Hopi name for the Peaks is Nuva'tukya'ovi, which translates to "place-of-snow-on-the-very-top". The land in the the area surrounding Flagstaff is the ancestral homeland of the Hopi, Ndee/Nnēē (Western Apache), Yavapai, A:shiwi (Zuni Pueblo), and Diné (Navajo). We honor their past, present, and future generations, who have lived here for millennia and will forever call this place home.