Teaching Strategy and Pedagogy Glossary Template Annette Tolentino EDSP

Teaching Strategy and Pedagogy Glossary Template Annette Tolentino EDSP

EDSP 524 | 1 Teaching Strategy and Pedagogy Glossary Template Annette Tolentino EDSP 524 April 16, 2023

EDSP 524 | 2 Table of Contents Glossary Entry 1......................................................................................................................................................3 Glossary Entry 2......................................................................................................................................................7 Glossary Entry 3....................................................................................................................................................11 Glossary Entry 4....................................................................................................................................................14 Glossary Entry 5....................................................................................................................................................17 Glossary Entry 6....................................................................................................................................................21 Glossary Entry 7....................................................................................................................................................24 Glossary Entry 8....................................................................................................................................................27 Glossary Entry 9....................................................................................................................................................29 Glossary Entry 10..................................................................................................................................................32 Glossary Entry 11..................................................................................................................................................35 Glossary Entry 12..................................................................................................................................................37 Glossary Entry 13..................................................................................................................................................39 Glossary Entry 14..................................................................................................................................................42 Glossary Entry 15..................................................................................................................................................44

EDSP 524 | 3 Glossary Entry 1 Entry 1 Key Term, Teaching Strategy, orMethod:Inquiry-Based Learning (IBL) Disability:☒Autism ☒Dyslexia ☒ADHD ☒Speech / Language☐Physical Disability☒Visual Impairment☐Hearing Impairment☒Gifted / Talented☒Learning Disability ☐Intellectual Disability ☒Emotional Disturbance ☒English as Second Lang ☐ Severe and Multiple Disability ☐ Other __________ Section 1: Definitions What does this teaching methoddo? Personal/Original definition:What does this teaching method do? The definition quoted from a source: This should be in your original words:Inquiry-Based Learning(IBL) is a strategy that encourages students to ask questions and make real-world connections through self-exploration. This approach will enable students to participate in experiential learning, critical thinking, and problem- solving. Definition: "...Inquiry learning qualifies as an organic way to make students active agents in their own learning process. Inquiry-based methods, in short, enable students to learn about a topic through self-directed investigations" (p. 681). Reference: Lazonder et al. (2016) Word Count32/30Word Count31/30 Section 2: Information What do I need to know about this skill/method? Inquiry-Based Learning, as a flexible approach, allows young learners to tailor their learning to meet their interests and abilities. They should recognize and differentiate between known and unknown information. Through this process, learners will develop new questions to which they do not know the answers. Thus, discovering solutions to unanswered questions will be highly motivating for students. Procedure: Inquiry-Based Learning is organized into five general inquiry phases: Orientation/Observation, Question/Conceptualize, Investigation, Conclusion, and Discussion/Sharing. Because of the literature analysis, the current study proposes a framework for inquiry-based learning consisting of five general phases and nine sub-phases. Designing specific learning situations based on different inquiry phases and related processes is possible. In the framework, phases are characterized by inputs, actions, and outputs representing different stages of learning. Thus, the framework facilitates teachers' and designers' analysis of what learners are expected to input and what results they will produce durin