Hannah Spangler

Middlesboro

Hannah Spangler

Middlesboro

Biography

Launch Into Learning: Cultivating Curiosity in an IBL Blended Classroom

Powerpoint

This project seeks to answer the question: Will an Inquiry Based Learning approach keep 9th-10th grade students engaged, promote curiosity, increase critical thinking skills, and aid students in developing a deep understanding of geometry in a blended learning environment? Students struggle with feeling engaged in mathematics. This is a daily struggle under the best circumstances, with remote and blended learning keeping students interested and engaged is going to be even more difficult. Using an Inquiry-Based Learning model and the RocketBook One, along with the RocketBook app, students will become empowered in their learning. They will develop stronger critical thinking and problem-solving skills, become a part of an academic learning community and become fully engaged in their blended geometry classroom. The RocketBook One will bridge the gap between online based assignments and hands on, as well as promote an academic community of learners. Students will get the experience of hands on constructions and designs while being able to submit these assignments online easily using the RocketBook app and then instantly communicate with fellow classmates both in class and online to discuss solutions to problems. Students should exhibit: increased critical thinking skills measured by a critical thinking survey taken three times during the year; evidence of deep understanding of geometry concepts measured by a pre-assessment, semester final and final exam; a feeling of being engaged and curious about concepts presented in class measured by a student survey given at the beginning of the year and at the end of each nine weeks; and active participation and engagement measured by the teachers observations during each nine weeks. The measurements for these outcomes are specifically related to the use of the IBL model. The student survey and teacher observations will be the most telling measurements due to their focus on whether students feel or appear engaged and what is creating that engagement. If the IBL model is not the cause of engagement it will be reflected in this data.

All sessions by Hannah Spangler