Category: Free Inquiry (Page 1 of 2)

https://drive.google.com/file/d/1A_3wNfyF0Ba-iuG5OCb9GGd5pvrHIR_B/view?usp=sharing

A Zoom Recording Vlog Cast that has James and I discussing the use of inquiry, problems within the traditional school system, the importance of teaching about the eye in science class and reflecting on our posts over the last ~3 months.

Please enjoy our thoughts, rants, hopes and me occasionally pushing my dog off of me in order to stay focused on this final reflection post.

See ya on the flip side!

Cheers,

m

I asked ChatGPT to create an example of an inquiry question that goes from start to finish and this is what it gave me: 

Example of an Inquiry Question: Exploring Climate Change

Start:

Students begin by exploring the topic of climate change through discussions, videos, and articles. The inquiry question is introduced:

“How does human activity contribute to climate change?”

Exploration:

Students investigate the causes of climate change, analyzing greenhouse gas emissions, deforestation, and industrial activities.

Research and Analysis:

They research scientific reports, articles, and data to understand the impact of human activities on the environment.

Critical Thinking and Reflection:

Students critically evaluate information, considering different perspectives and reflecting on their beliefs about climate change.

Synthesis and Communication:

They synthesize their findings, construct arguments, and present their insights through presentations or projects.

Conclusion:

Students reflect on their learning, recognizing the interconnectedness of human actions and climate change.

Teacher Guidance and Assessment:

The teacher supports students throughout the inquiry, providing resources and feedback.

Reflection and Next Steps:

Students consider their learning journey and plan future actions to address climate change.

In essence, the inquiry question “How does human activity contribute to climate change?” guides students in exploring the causes and impacts of climate change, fostering critical thinking and empowering them to take action.

*DISCLAIMER* 

This is one possible way of taking part in inquiry within a classroom context. Questions don’t necessarily have to have a hard end date, they can simply evolve into new ideas or just fizzle out if roadblocks or obstacles arise. Although using chatgpt to generate this idea gave me a better understanding of the inquiry roadmap I also believe that there are multiple roadmaps questions can take and some students might find it more fulfilling to have their questions evolve rather than find one solid answer to what they are wondering. 

m

Linked here is an article from Maddison Sandu on “How do I know my inquiry has been successful?” The article touches on some great points about using inquiry in the classroom and knowing when to stop or switch it up, when to reflect and why does it matter. She concludes that the better question to ask is “what opportunities am I creating along with my students for us both to know our inquiry is/has been successful?” This will be something I will reflect on in my practice as a teacher for sure!

m

Inquiry as a learning tool has been something that is increasingly being used within the classroom. BUT through the lens of indigenous learning how do we as educators incorporate FPPL inquiry into indigenous research and classroom lessons. Indigenous Research and Inquiry is a FNESC resource that dives into the steps that incorporate First Peoples Principles of Learning into inquiry based research. Indigenous Research Methodologies take a holistic approach to utilizing sources, a lot of information stems from traditional story telling, traditional teachings through spirituality, ceremonies and dreams.

“Inquiry-based learning fits well with a First Peoples’ pedagogical approach and First Peoples Principles of Learning” (FNESC/FNSA, 2023).

The steps include:

1. Indigenous Research Methodologies
2. Developing Inquiry Projects
3. Inquiry Project Ideas
4. Assessing Primary and Secondary Sources
5. Guide to Historical Research

FNESC 2023

AS A VISITING SETTLER ON VANCOUVER ISLAND, RESIDING ON THE LAND OF Lək̓ʷəŋən AND W̱SÁNEĆ PEOPLES I RESPECT AND AM AWARE OF MY ROLE AS A FUTURE EDUCATOR TO CONTINUE EDUCATING MYSELF AND OTHERS ABOUT HISTORICAL RELATIONSHIPS WITH THE LAND CONTINUE TO THIS DAY AND THE ATROCITIES THAT THIS COMMUNITY HAS ENDURED FOR YEARS.

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“In 2016, the province of British Columbia introduced a redesigned K-6 curriculum. Undergirding this plan is the learning philosophy, the First Peoples Principles of Learning. This paper is written from the perspective of a settler teacher as she engages in self-study research to develop her understanding of the curricular plan. The author describes her emerging self-awareness as opening to a deeper understanding of her Euro-American worldview, cultural narratives that maintain gaps between settler teachers and
First Peoples perspectives, and how ongoing self-inquiry is a way to improve as an educator.”

Abstract from Hanson K, 2019.

BOOK PREVIEW: The First Peoples Principles of Learning: An Opportunity for Settler Teacher Self-Inquiry

Moving Away From Traditional Learning Methods

In my experience, traditional learning remains a predominant aspect of our education system, often favored by both veteran and newer teachers alike. As student teachers, we adhere to stringent guidelines when selecting practicum placements and coursework leading to our teaching certification. When placed in classrooms with progressive educators who embrace diverse teaching styles and alternative methods, we benefit greatly from the experience, enriching our understanding and skills over the course of 6-10 weeks.

However, if we find ourselves in a classroom governed by traditional teaching methods, where we may not fully agree with the approach or struggle to connect with it, what should we do next?

This is where mindset plays a pivotal role in our development as future educators. Regardless of the teaching environment, there is always something valuable to take from every experience. Reflecting on my own education, I encountered both traditionalist instructors and those who brought in inquiry-based and critical thinking methodologies long before they became widespread trends. In each instance, I took invaluable lessons applicable to the real world.

As someone who grappled with the memorization-centric nature of traditional learning, I anticipate using such methods when I have the privilege of teaching my own classroom of students. However, do I believe that exposure to effective traditional teaching approaches could enhance my teaching acumen? Absolutely. Any educational experience, even those that challenge our beliefs, contributes to our growth. By observing differing methodologies, we gather insights on what approaches may or may not align with our teaching philosophy, thereby enriching our future classrooms.

In essence, every learning encounter, whether aligned with our preferences or not, serves as a stepping stone towards becoming better educators. Embracing diverse perspectives ensures that we emerge as well-rounded professionals equipped to meet the needs of our students effectively.

m

Disclaimer: For this post I used generative AI to check grammar, and sentence structure for my writing. All ideas and content were created by me as the individual blogger 🙂

image from: https://www.learningbyinquiry.com/how-to-use-experiential-learning-in-the-inquiry-classroom/

As educators, we often find ourselves immersed in the ever-evolving landscape of pedagogy, exploring innovative approaches (like inquiry) to engage and empower our students. This week, however, I’ve decided to take a step back from the excitement of inquiry-based learning to reflect on the enduring presence of traditional teaching methods in our educational system.

It’s a topic that’s been on my mind lately – how did these traditional methods persist for so long without significant pushback? Join me as we dive into this exploration and unravel the complexities surrounding the endurance of traditional teaching in our classrooms.

One of the most apparent reasons for the persistence of traditional teaching methods is their familiarity (its something we know therefore it cant be wrong or bad can it?). For generations, the image of a teacher at the front of the classroom, delivering lectures and assigning textbook readings, has been deeply ingrained in our collective understanding of what teaching is. Both educators and students have grown accustomed to this model, viewing it as the tried-and-true approach to teaching and learning.

Another thing that I have been considering that contributes to the longevity of traditional teaching methods is their alignment with standardized testing and curriculum requirements (BLAH GROSS). For decades, education systems around the world have relied heavily on standardized assessments to measure student achievement and school performance. As a result, teachers often felt compelled to prioritize covering content over facilitating deeper understanding or inquiry-based exploration.

Traditional teaching methods are also perceived as efficient for managing large class sizes and diverse student populations. In a teacher-centred classroom, instructors can maintain control over the pace and direction of instruction, ensuring that all students receive the same information within a specified timeframe. This uniformity is often seen as necessary for maintaining order and meeting curriculum standards. So what happened to the students with physical or intellectual differences? How was this just glossed over for so many years? 

Despite their enduring presence, traditional teaching methods have faced increasing scrutiny in recent years (I mean that makes sense right?). Critics argue that this approach often prioritizes memorization over critical thinking, stifles creativity, and fails to adequately prepare students for the complexities of the modern world. As a result, educators, researchers, and policymakers have increasingly advocated for pedagogical shifts towards more student-centred and inquiry-based approaches (WHOOHOO) But how does such a big shift happen when the majority of our learning ESPECIALLY in post secondary, has been about memorization of facts and writing what we think out prof would appreciation over our own critical thinking skills (or lack there of). 

Reflecting on the endurance of traditional teaching methods offers valuable insights into the complexities of education reform. For me, understanding the historical context and reasons behind their persistence, I can better articulate how educators can better navigate the challenges and opportunities for creating meaningful change in our classrooms. As we continue to explore innovative approaches to teaching and learning, let’s not forget to honour the lessons of the past (cause we need to do that in order to move forward) and embrace the possibilities of the future (which leaves me speechless to where things will go next!) 

m

^ what we are aiming to achieve ^

Positive Position of Inquiry for Learning:

Example: Science Investigation – Buoyancy Exploration

In this classroom, the teacher introduces the concept of buoyancy through an inquiry-based approach. The teacher starts by posing a question to the students: “Why do some objects float while others sink?” This question serves as the driving force behind the students’ investigation. Instead of providing a direct answer, the teacher guides the students through a series of steps:

1. Engage: The teacher engages students by discussing their prior knowledge and experiences with floating and sinking objects, sparking curiosity and interest in the topic.
2. Explore: The teacher provides materials such as various objects (e.g., wooden blocks, plastic toys, metal coins), water tanks, and measuring tools. Students work in small groups to design and conduct experiments to explore the factors affecting buoyancy. They may experiment with object shape, size, and density, as well as water displacement.
3. Investigate: Students test their hypotheses, record observations, and analyze data collected during the experiments. They discuss their findings within their groups and with the class as a whole, fostering collaboration and communication skills.
4. Reflect: The teacher facilitates reflection by asking students to think critically about their results. They discuss what worked well, what challenges they faced, and how they can improve their experiments in the future. This reflection encourages metacognition and self-directed learning.
5. Apply: Finally, students apply their understanding of buoyancy by connecting it to real-world examples, such as boat design, marine life adaptations, or engineering projects.

Throughout this process, the teacher serves as a facilitator, guiding students’ inquiries, asking probing questions, and providing support as needed. Students are actively engaged in the learning process, developing critical thinking skills, problem-solving abilities, and a deeper understanding of the concept of buoyancy.

Negative Position on Inquiry Learning:

Example: Rote Memorization – History Lecture

In this classroom, the teacher follows a traditional approach to teaching history, focusing primarily on rote memorization of facts and dates. For example, the teacher assigns a chapter from the textbook on a particular historical period and instructs students to read and memorize the information. The teacher then conducts a lecture where students are expected to take notes and memorize key dates, events, and names without much context or understanding.

During the lecture, the teacher delivers information in a one-way manner, leaving little room for student questions or discussion. Students are passive recipients of information rather than active participants in the learning process. They may feel overwhelmed by the volume of information they are expected to memorize and struggle to make meaningful connections between events or understand their significance.

Assessment in this classroom typically involves rote memorization-based tasks such as quizzes, tests, or memorization drills. Students’ success is measured by their ability to recall specific facts and dates rather than their comprehension or critical thinking skills. As a result, students may memorize information temporarily to pass exams but often fail to retain it long-term or apply it to real-world contexts.

Overall, this traditional approach to teaching history stifles creativity, critical thinking, and meaningful learning. It prioritizes memorization over understanding, leaving students with shallow knowledge and limited engagement in the subject matter.

inquiry as the foundation of learning

What are your thoughts on both of these standpoints of inquiry in the classroom? Should we stick with the rote memorization tactic of ‘learning’ or does the power of inquiry really resonate with you as a future educator? Leave a comment and let me know!

m

“It generates discussion and encourages varied positions.”
“It demands an answer that is not just “Yes” or “No.” It requires explanation and analysis.”
“It demands a critical or careful reading of a variety of text(s).”
“It moves beyond opinion, into connecting claim, evidence, and reasoning.”
“It is phrased in such a way that the question doesn’t predetermine the answer.”

Stan Pesick (2014)

– Teachers play a crucial role in modelling inquiry, demonstrating their own enthusiasm for learning, and showcasing how to pose open-ended questions that stimulate critical thinking.
– Crafting a good inquiry question is a thoughtful process that involves considering the context, purpose, and desired outcomes of the inquiry.
– Remember, the goal is to create a question that sparks curiosity, encourages critical thinking, and guides students through a meaningful and engaging inquiry process.
– Collaborative learning experiences further enhance the inquiry-based approach. Providing opportunities for students to work together on projects fosters the exchange of ideas, diverse perspectives, and the development of valuable interpersonal skills.
– Granting students a degree of autonomy in selecting topics of interest within a given framework cultivates a sense of ownership in their learning. This autonomy allows them to delve into subjects that resonate with their personal interests, making the learning experience more meaningful.

M

EXAMPLES OF GOOD INQUIRY QUESTIONS 🙂

As the future of education unfolds, the question on every aspiring teacher’s mind is, “How can I show up to my classroom in the most authentic way and engage with inquiry?” The journey into teaching often comes with a side dish of imposter syndrome, especially when considering the profound impact educators have on shaping the experiences and futures of their students, those little humans looking up to us for guidance.

Imposter syndrome kicks in when we ponder the responsibility of molding young minds, wondering if we’re equipped to guide them toward success and happiness. It’s that nagging feeling of, “Do I really have what it takes?” Well, let’s take a breath and consider the power of inquiry-based teaching.

Inquiry is not just a buzzword; it’s the secret sauce that can transform classrooms into vibrant hubs of curiosity. But here’s the catch – can there be ‘too much’ of it? The beauty of inquiry is that it encourages students to explore, question, and discover, fostering a genuine love for learning. It’s not about bombarding them with endless queries but creating an environment where questions are as welcome as answers.

So, how can you authentically embrace inquiry in your teaching approach? Start by acknowledging that the imposter syndrome is just a hurdle, not a roadblock. Embrace the idea that your unique perspective and passion for teaching are valuable assets. Then, sprinkle in inquiry-based methods, allowing your students to be co-pilots on the journey of discovery.

The classroom of the future is one where imposter syndrome takes a backseat, and inquiry drives the learning experience. There’s no such thing as ‘too much’ inquiry when it’s about fostering a culture of curiosity and critical thinking. So, gear up for the adventure, future educators – your classroom awaits, ready to be a space where authentic engagement and inquiry lead the way.