Steven Strogatz writes about what it was like to be a beginner at teaching through inquiry. This blog contains his impressions of the "Discovering the Art of Mathematics" workshop held at Cornell University in summer 2014:
"This experience gave me powerful insight into what it must be like for students in an IBL classroom. It made me realize the importance of providing a safe and nurturing space for the math explorers I was about to start working with in just a few days."
Often people ask me how to write inquiry activities so there must be some tricks that can be communicated. Together with Prof. Mairead Greene from Rockhurst University, I have been thinking about the questions we ask ourselves before, during and after writing tasks. Our intention is that these questions will help to inspire and guide others in creating good IBL activities in any mathematics course.
In my perfect world students would be self-motivated, want to learn, collaborate with other students, ask lots of questions, pursue mathematics outside of class requirements, etc. What then is needed to make this happen? I believe this independent learning I am looking for relies on student curiosity.
As the title of this blog post suggests I believe that inquiry helps tremendously in reaching learners on different levels at the same time - even if they all work on the same investigations. Why? First of all, students can work at their own pace.
Twice now I had the pleasure of teaching a learning community with an English composition class. And each time I was impressed by the peer review process that my colleague Jen DiGrazia used for all student papers. This blog will show you how we adapted the peer review process to improve proof writing.