Inquiry Based Learning
EDIM 513
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
1 Comment
Karen
6/28/2016 04:58:05 am
Your questions and thoughtful and will be explored in more detail as we continue through the course. I feel that 3rd grade is a perfect age for implementing inquiry: students are still curious and have a love for learning, the perfect mix for inquiry.
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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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