Inquiry Based Learning
EDIM 513
I've enjoyed learning a bit more about the inquiry process throughout this class. I especially liked learning about the following...
- how to differentiate facts from concepts. - how to turn a non-investigable question into an investigable question. - variety of Web 2.0 tools to use and hearing about other educator's successes with the tools. - the 5E Instructional Model. - the different types of inquiry (teacher directed, student directed, or teacher-student directed). I've always valued the inquiry process, however, I've found it daunting in the past because I believed that in order to be considered "inquiry-based learning," it had to be completely student driven. As a third grade teacher, that intimidated me a bit because not all my students are ready for that type of instruction. Knowing that inquiry comes in many different shapes and sizes helped me realize that inquiry is very possible in a third grade classroom!
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This week, I really valued learning about the 5E Instructional Model. I'm sure I've come across this model before, but it's not something I remember. I can see how planning units and lessons with keeping the 5Es in mind and incorporating Web 2.0 tools would create meaningful and engaging experiences for kids. I also see how the 5E model could lead to asking investigable questions and inquiry. I have also enjoyed learning about different Web 2.0 tools from classmates and adding them to my "Must Try" list. At this point in time, I do not have any "burning questions."
I wouldn't say any of my thoughts about inquiry have changed over the past couple weeks. I believe in inquiry and utilizing inquiry-based strategies in the classroom. My biggest obstacle has been, and probably always will be, finding the adequate amount of time to devote to inquiry on top of everything else we're required to accomplish. That aside, I've most enjoyed learning about different Web 2.0 tools to enhance learning in the classroom. I'm keeping a running list of tools I would like to try out as the school year starts. It's very easy to get overwhelmed by the amount of resources, so I think it's important to just stick with one or two tools instead of trying everything at once. By trying too many, you run the risk of not truly exploring the possibilities within the tool and unorganized projects. When choosing a tool, it's imperative that it serves multiple purposes and is user friendly. I'd like to spend time this year maximizing all the tools within Google and also a new presentation tool such as Glogster or Prezi. As we begin to wrap up this course, I look forward to discovering ways to maximize these tools to conduct inquiry efficiently and effectively in my classroom.
My thoughts regarding inquiry have not changed greatly in the past couple weeks. A few years ago, I took a course about inquiry based learning, so I feel like I have a decent amount of background knowledge. I've tried dabbling a little bit here-and-there with inquiry but haven't been able to find way to effectively and realistically implement full inquiry in my classroom.
One thing I've come to realize through our readings is that inquiry comes in many forms. Inquiry does not need to be fully student-directed in order to be called "inquiry." This is something I've struggled with in trying to facilitate inquiry based learning projects because sometimes I feel my third graders need a little more prompting and coaching than older students may need...and that's okay! Through this course thus far, I would feel confident moving forward with inquiry in a middle school or high school classroom, but I'm hoping to see more examples of inquiry in an elementary classroom. I'm also wondering if we'll be planning any units that we'd be able to use with our students and learning some effective ways to integrate technology into the inquiry process. I see two ways in which technology would be integrated; research use and creating a multi-media project to share findings with others, so I'm hoping to learn more when it comes to technology. At this point, the tool I foresee using the most is the techbook through Discovery Education. I hope this will help me feel more comfortable implementing a variety of different inquiry based learning projects in my classroom. Years ago, I did take an online course about inquiry based learning, but I don't remember much. This week has served as a great reminder as it has sparked some memory. I did appreciate reading Topic C where I read some example of what inquiry is and what it is not. So often, I think teachers believe that when students are involved in inquiry, it's free time for teachers. Just the opposite. I like the quote, "The teacher acts as a 'guide on the side' in order to facilitate this process." What is the process? According to Inquiry Page, inquiry begins with asking a question, investigating, creating, discussing and reflecting, then continues following these steps fluidly as needed. Inquiry based learning is not a lecture-type of classroom or a product producing classroom. Rather, it's a classroom based on communication, consciousness of others, student direction, problem-solving and flexibility. I'm embarrassed to admit this, but when I kept reading that inquiry based learning is "dynamic," I had to look up what that meant! To me, when something is dynamic, it is loud and filled with personality. I suppose what is meant is that inquiry based learning is constantly changing. This makes sense because we are always getting new students and their backgrounds vary greatly. Also, what may interest one group of students may not interest another group. This leads me to some questions and/or curiosities about inquiry based learning. Though I'm all for inquiry based classrooms or units, my biggest questions come from the organization and prep it takes to support my students. - Are these learning opportunities meant for individual students, small groups, whole class? What is the ultimate goal for a third grade classroom? - How do we provide enough resources for students to use to research/investigate? My classroom has 1:1 iPads, but we are highly discouraged from allowing our students do to independent searches on the internet. I want to provide students with high-quality, reliable resources, but how does one have time for all of that? - Are inquiry based projects based on a theme or content, or is it student choice and student driven? Is there a right answer? - Topic C stated, "Although the benefits to inquiry based learning lie within its fluidity, one needs some type of structure in order to help facilitate learning for student." So what does this structure look like? How do I plan for this? - What technology based tools are available to enhance an inquiry based learning environment? - Each year, we have our students research an ecosystem or country or natural disaster based on content we're learning. I've always thought that our research was, for lack of a better term, lame. How can I begin to transition from our conventional research project to more of an inquiry based project? I'm really looking forward to learning more throughout this course! Resources: The Inquiry Page. (n.d.). Retrieved June 23, 2016, from http://www.cii.illinois.edu/InquiryPage/index.html Wilkes University. (n.d.). Topic C: Defining Inquiry - What inquiry based learning is and is not. Retrieved June 23, 2016, from https://live.wilkes.edu/d2l/le/content/216356/viewContent/2262968/View Wilkes University. (n.d.). Topic D: Key Components of Inquiry Based Learning. Retrieved Jun 23, 2016 from https://live.wilkes.edu/d2l/le/content/216356/viewContent/2262969/View |
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Angie Wake is a 3rd grade teacher in a K-4 school in the far north suburbs of Chicago. Archives
August 2016
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