The inquiry process..
Before this course, my knowledge of inquiry was very different. I thought inquiry was investigations students go about on their own and the teacher acts as a guide on the side. I thought every student would work on their own investigations and uncover new knowledge of an interest or passion. I have realized I was mixing up inquiry and passion projects. From this course, I have learned that inquiry is an investigation of a question, problem, issue, topic or idea (Friesen, Saar, Park, Marcotte, Hampshire, Martin, Brown, & Martin, 2015). It is also the desire to explore meaning, value, purpose, perspective, and awareness of a topic (Bai, 2005, p. 46). I have also learned that inquiry is more effective when it is completed in groups rather than individually as inquiry focuses on gaining different perspectives, and seeing and understanding differently (Bai, p. 46-47). I have learned that inquiry should connect students to the real world. I have also learned that assessment should be an ongoing process and involve students in the process. Students should understand “their learning goals and be able to assess what they need to do to reach them” (Bailey, n.d. p. 11). I have also learned that conversation is an important aspect of inquiry-based learning so it is important to provide time and space for students to reflect and share their ideas (Bailey, p. 10). Before this course, I thought in inquiry, students research about a topic or area of interest on their own, but I have now learned this was a misconception of mine.
At the beginning of this course, I was wondering how much direct instruction a teacher should provide during an inquiry project or should none be provided. I have learned that an effective inquiry project will have a balance of direct instruction from the teacher, and give students opportunities to find answers on their own. Instruction from the teacher may relate to the students’ needs, such as how to give effective feedback to peers, how to make a video, etc., or further students’ understanding of the topic being studied through activities. I do not have any questions of inquiry as of right now, but I think once I incorporate inquiry based pedagogy into my teaching, there will be lots of questions that come up. Hopefully the resources we used and were provided with in this course will help answer some of those questions!
My inquiry project..
It was challenging at first trying to figure out which approach to inquiry I wanted to use in my project but as my project came along, I found the approaches that fit my project and my preferences. It was also challenging to take a step back from the traditional teaching approach and finding ways to include my young students in the inquiry and assessment process. It will take time and practice finding a balance between the traditional teaching approach and inquiry approach. The course readings and journals helped me reflect on my teaching practice and find ways to include my students in the assessment process more often. The success I experienced was understanding what inquiry really is and letting go of some of the misconceptions I had of inquiry. I also created a unit based on inquiry that I can see myself using and am excited to try with my students this upcoming school year. I found ways to include my students in the learning/teaching process more often as well. I also learned how to incorporate outdoor education into my teaching in a meaningful and authentic way. I’m not sure what I would adapt yet in my project. Once I try out my unit/lesson plans with my students, I know I will for sure discover things I would adapt for next time. I hope to incorporate inquiry into my teaching more often to make learning more meaningful, authentic, and connected to the real world for my students.
References
Bai, H. (2005). What is inquiry? In W. Hare & J.P. Williams (Eds.), Key
questions for educators (pp. 45-47). Halifax, NS: EdPhil Books.
Bailey, D. (n.d.). Bridging the gap: Aligning classroom assessment with inquiry-
based learning experiences [University of Calgary].
Friesen, S., Saar, C., Park, A., Marcotte, C., Hampshire, T., Martin, B.,
Brown, B., & Martin, J. (2015). Focus on inquiry. Galileo
Educational Network.
Required Elements for Written Reflection:
Written Reflection: The length of the written assignment is flexible to a maximum of 1000 words (not including references). Include answers to several of the following questions:
- Reflect on how this project went for you. What were your challenges? What successes did you experience? What questions do you still have about this process? What might you do differently if you were to plan this project again?
- Reflect on the inquiry process. What did you learn about inquiry in going through this process? Did you have any insights about your initial questions coming into this course? What are you still wondering about inquiry after doing this project and taking this class?
- Citations and references from a minimum of three required and recommended readings and resources studied in class, to demonstrate your understandings of the connections between theory and practice.