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Inquiry-based Teaching

Published on Nov 19, 2015

This deck highlights the importance of using inquiry-based strategies for teaching in clinical and preclinical settings to promote learners' reflective engagement in learning and practice. Strategies include: Sequencing, scaffolding, Think-Pair-Share, and a formula for customizing your questioning and fostering the kind of thinking in which you would like the learner to engage. More @ FID.medicine.arizona.edu.

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PRESENTATION OUTLINE

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Clinical & Preclinical teaching

Inquiry-based Strategies for
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Karen Spear Ellinwood, PhD, JD, EdS

University of Arizona College of Medicine 2014
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Good Teaching

What makes you effective?
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comfortable climate

Create a
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Greetings

Introductions help build rapport
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environment

People can trust a friendly
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You can call on students directly

BUT DON'T LEAVE THEM FEELING STRANDED OR DEFENSELESS
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don't allow any one student

to dominate
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sequencing

responsive teaching builds on what learners say or do
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Scaffold

Provide strategic guidance, as needed
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Strategic wait time

get comfortable with silence
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Throw Learners a lifeline

Let learners ask a colleague for help
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Think-Pair-Share

It takes just a few minutes
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Use polling software

as a platform for participation
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Everyone doesn't get a cupcake
But you can offer a
Rapid Reward
for participation

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mix it up!

ask different types of questions
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how do you know what to ask?

or HOW to ask it?
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composing questions

a formula for
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composing questions

a formula for
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COGNITIVE DIMENSION

BE STRATEGIC: AIM FOR A SPECIFIC 
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Identify the kind of thinking you want to promote:
Recall
Procedural
Conceptual
Reflective/Metacognitive

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Lay Foundation

Establish what learners know or can do without assistance
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Deep Dive

Invite a deeper, more complex contemplation of issues
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a question taxonomy

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convergent or Divergent questions?

  • CONVERGENT questions have finite answers 
  • DIVERGENT questions are open-ended, seek exploration
  • To Lay Foundation: Ask CONVERGENT questions
  • For Deep Dives: Ask DIVERGENT questions
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Recall questions

Lay Foundation
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Recall questions

Offer a knowledge check
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Comprehension

What learners know or can do without assistance
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Questions  pushing beyond recall

Ask learners to interpret, weigh or contrast evidence or reflect on error
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Procedural Questions

ask HOW
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Conceptual questions

ask WHY
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reflective questions

ask learners to review for error or plan for future learning
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Compound Questions

require consideration of context and circumstances ...
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Example: How would the presentation differ

if the patient were a 50 year old female?
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will you commit to enhancing your

inquiry teaching strategies?
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thank you

ANY QUESTIONS?
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UA COM FACULTY INSTRUCTIONAL DEVELOPMENT

VISIT US ONLINE
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References

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Untitled Slide

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Untitled Slide

Karen Ellinwood