The first step is questioning. Inquisition in stating a “what if ” or “I wonder” question to be investigated. An example from our reading states, "Students in an introductory agricultural education course notice that one of the two plants the class planted on the same day and placed in different parts of the classroom is bigger than the other. This observation may cause the students to ask, “What is making Plant A grow faster than Plant B?”"
The next step is to design your plan of action. This means to be brainstorming possible procedures and identifying an “I think” statement to test. An example would be: "Students know plants need water to grow. They know the plants receive the same amount of water because they are responsible for watering the plants and give the same amount of water to each plant. Since the students know the water is the same for each plant, they decide there must be another explanation for the difference in plant growth. The students research plant growth and find light and temperature are also important factors. The students decide to monitor the light in each location to see if a light difference exists."
The third step is to experiment. This is the hands-on portion of the method. For example: " Every hour, the students check each plant and mark if the plant is in the sun or not."
Summation is the next step. This involves collecting evidence and drawing conclusions. For example: "At the conclusion of the experiment, the students find Plant A receives four hours more sunlight than Plant B. They can conclude light affected the different growth rates of the two plants."
Finally the last step is exhibition. Sharing your findings with others around you helps others learn. For example: "Since the students did such a good job finding the answer to their question, the teacher asks them to share their work with the plant science class. The students explain each aspect of their experiment process and discuss the findings and conclusions."
Overall, I personally see the benefit of teaching SOME lessons in this manner. I however do not believe in the teaching purely IBI. It is important to teach critical thinking and for students to understand that life isn't spoon fed to you. However, some things just have to be taught by the teacher. We are teachers for a reason.
Sources:
https://edis.ifas.ufl.edu/pdffiles/WC/WC07500.pdf
https://edis.ifas.ufl.edu/pdffiles/WC/WC07600.pdf
Katie, I really like your analysis and the way you broke it down into steps by using an example from Plant Science. Your idea of using a blend of methods (IBI, teacher-centered) can help enhance the variability of the learning experiences in your classroom. Which area of ag are you most excited to use IBI with?
ReplyDeleteKatie, this was a great review for me, thanks! IBI can be challenging if students have never done it before, but developing it as a mindset and culture in your classroom and among agriculture teachers (if a multi-teacher program) is very helpful. I have enjoyed using IBI in my plant science classes.
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