14 April Reflections: Cycle IV IBL Exercise and Assessment

Transcribed from hand-written notes-

14 April: 7:15pm

Inquiry Based Learning (IBL) student exercise – (Cycle IV)

Objective: Task the student with presentation of a pertinent topic (provided by instructor,) to a group of other analysts to further the entire groups understanding of the topic.  Note "Conclusion" at bottom of analysis.

After giving the task (learning objective) to a student that required him to inquire (research) the objective and student diligently researched the material, organized it, and compiled it to create a product (to present findings to others).  Later, when he presented it to others he added personal insight – denoting his experience and expertise with the subject matter.

Student was asked to give a presentation to a larger group.  The topic was not too complex, but was outside the normal expectations of their role in a group endeavor.  The topic selected, while uncommon, required research that was well within the student’s knowledge domain.

Student reflection of task:

Student commented that more senior personnel had presented similar information in the past, but it was not something he had ever been asked to undertake.  He commented that he was glad he had researched to such a depth that he could easily answer questions as they came up from the group.  I noted that I believed it was beneficial to the group that he added pertinent facts from his personal experience with the subject matter, and that it provided needed knowledge for the group to know as well. 

Instructor reflection of this IBL exercise:

I believe the student felt more highly regarded within the group, by being responsible as an expert to research and present complex material to the group.  At the start of this exercise the instructor spoke with senior members of the group and let them know what had been asked of the student in addition to relaying the positive learning outcomes (for the entire group,) of this as a benefit to the student’s training.

• In addition to the overt respect this afforded, the student LATER had more confidence.  Initially, the student somewhat apprehensive to the task… he didn’t protest- but mentioned on a few occasions that this had already been done by others & that he’d probably only be providing information that most group members already knew.  Instructor relayed that this was understood, but he still needed to accomplish it.  Research required electronic searches, locating pertinent data, either validating it for use by content paired with student knowledge, or disregarded.

• Later, after a 1.5 hour break (possible student reflection time?)  The student seemed to have a rejuvenated interest in his research and diligence with approaching the IBL objective he was tasked with.  In addition, he sought further clarification & clear understanding from instructor as well as personnel he collaborated with.

Additional analysis:

The student’s reluctance is further evidence that he did not feel comfortable (initially,) with completion of the research and presentation of his findings.  Later, I also found that the most worth-while part of this exercise was that it put the student in an unfamiliar place, where he researched a difficult topic and presented findings, most significantly with HIS expertise added when answering questions (the additional information he was able to provide was not in the available researched information).  In the end, the student gained valuable confidence in his skills, along with strengthened credibility within the group.

***Conclusion:  This was deemed a successful exercise by all, and the decision was made by the student’s co-workers that this is a task that should be an ongoing commitment for the student and fellow analysts.