Remember, our goal is to establish common understanding of inquiry-based learning.
After reading this text written by Kendall/Hunt Publishing Company, please respond to the following questions:
1. What have you learned about inquiry based learning?
2. What questions emerged as a result of this reading?
12 comments:
1. I learned that inquiry based learning shifts the role of the teacher form giving direct instruction to facilitating. Rather than give students the answer, the teacher provides the tools for the students to find the answers.
2. One question that kept popping up for me relates to an inclusion classroom. How much guidance can you give special ed students and still be considered an inquiry based lesson? And, how do you deal with frustration?
Inquiry based learning can look differently for different objectives. It does not always look the same.
My question is, Is their a more "appropriate" procedure than others depending on your objective? Does one method work better than others?
1. I learned that a lot of things we already do are inquiry based, we just may not have called them that.
2. How will we adapt certain areas of science(some indicators seem more challenging than others) that we teach to become more inquiry based?
1.I learned that inquiry based teaching can be highly structured or it can be free - ranging exploration. It does not need to be chaotic - it can be a carefully organized activity.
2.Once question I have is "How much time should be spend on science at the kindergarten level?" I can see how it is important to start this process at early grade levels. By doing this I can see how it would help teach the structure of inquiry-based learning.
1. I learned that the levels of inquiry vary along a continuum of teacher driven to student driven, along with the amount of time spent on any given investigation. Along with that, it was reaffirmed that inquiry is "content" and through the investigations you are engaging in the scientific process along with higher level questioning and thinking, resulting in a much richer learning experience.
2. If you have students who might not understand an investigation, is it possible for your method to change from inquiry to direct instruction, in order to feel confident that your students will be successful?
Inquiry Based Learning is based on facilitating versus lecture. It should be hands on to some extent and should be controlled by the kids. There must be higher level questioning. Blooms Taxonomy questioning is great for this.
I agree that questioning works great at any level. But how can a 7 or 8 year old really be expected to facilitate their own learning...is it really possible at this age? I'm excited to try PBL this year to find out!
1. I learned that inquiry bases learning is asking the big questions and allowing students to explore the answers. I need to start asking "how" instead of "why" to narrow and sharpen their inquiry skills.
2. One question I have is how to make as many indicators as I can inquiry based?
Inquiry based learning is basically putting the responsibility of the learning on the learner rather the teacher. Students form their own questions and decide how to set about finding the answers.
How can we use this effectively in the classroom with limited time and resources. Also, how to we be sure that students gained the understanding they need to show mastery on state assessments?
1. I learned that much of what we do in kindergarten science lends itself to inquiry based learning. Many experiments we have been doing right along are inquiry based, we just haven't been calling it by this term.
2. Should kindergarten be on the more structured/ organized side of inquiry based learning...to lay the foundation for the upper grade levels?
1. I learned that we as a K-5 group are already very strongly inquiry-based, but in our COS revision, we can certainly insert more opportunities to do I.B. activities.
2. My question is: can every lesson be inquiry-based? Are there not times when we have to "slog" through vocab and text? Is there a way to start with inquiry-based thoughts that can apply to reading/vocab lessons, or do we just have to do the nuts & bolts from time to time?
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