Reflection

As I reflect on the last seven weeks, I’ve learned a great deal about Inquiry Based Learning. I’ve learned the steps students take to complete the process, along with how this model looks as a teacher directed, teacher-student shared and student directed classroom. We saw various perspectives on how to teach an Inquiry Based Unit and how we as the teacher must guide instruction versus being the information source. I learned the various web 2.0 tools and how they can be used to foster 21st century learning skills throughout the five stages of Inquiry Based Learning. With the help of the backwards design model, I was able to explore the importance of planning activities with an end in mind. This helped me decide on the learning outcomes, identify the means for assessing learners and planning learning opportunities for my students. Using the BSCS 5E Model I was able put all this together and create a lesson and unit that continually evaluated student learning as they engage, explore, explain and elaborate. As I wrapped up my unit of study I was able to create a standards based unit that had focused expectations, assessments (including rubrics), and useful technology to enhance learning.

My new insights include the importance of Inquiry Based Learning in the 21st century. We no longer need to memorize information and facts. Facts are rapidly changing and information is in the palms of many people. Instead our focus should include how to make sense of the world around us. This is where Inquiry Based Learning goes beyond research and seeks useful and applicable knowledge. In the future we are going to depend on individuals that work smarter by collaborating with each other using the latest technology. Inquiry is not seeking the right answer necessarily, rather it hopes to find resolutions to issues. In order to foster a love of learning students must explore their interests, so we can enable them to become lifelong learners. Although Inquiry Based Learning has been done predominantly in science, it can be applied to all disciplines.  

I plan to begin my formal Inquiry Based Learning endeavor by imploring my Kindergarten Earth Science Unit with my students. As I unveil this unit and have opportunities to evaluate my students and reflect, I will plan future units in social studies, then language arts and math. I look forward to giving my students the opportunity to learn l in a student-teacher shared classroom where they can explore their interests.

Wordle

Backwards Design

Over the course of the last week I’ve been introduced to some noteworthy instructional methods that I plan to use in my classroom. Now that I’ve become comfortable with Inquiry Based Learning, it’s time to look deeper at the process of planning a lesson or unit of study. Here’s where backward planning comes in. Focusing on what the students should know or be able to complete is crucial. Then, you can plan the activities that will help them reach this goal. Here’s a synopsis on Backwards Design.

1) Decide on the learning outcomes

Students should be able to…

2) Identify means to assess learners

What evidence do I have to show student learning?

3) Plan instruction and learning opportunities

What materials will they need?

What learning activities will they participate in?

What technology will they use?

http://en.wikipedia.org/wiki/File:Backward_Design_Model.gif

Next, it’s time to look at the BSCS 5E Model since it played a major role in developing my unit of study. Using this model I was able to work backwards and plan activities with an end in mind. This was somewhat of a change of perspective from how I envision and plan lessons in my classroom currently. However, this alleviated an issue that happens from time to time; assessment. Given I teach Kindergarten assessments look different than with older students. We rely a great deal on informal observations and small group activities because whole group tests involving writing or multiple choice are out of the question. This weeks content has helped me to think of assessments from various angles. It forced me to focus on what evidence I will have to show students learning. In order to most effectively plan and guide future instruction you need data and the BSCS 5E Model is a great tool to use.

Bybee, R., Taylor, J. A., Gardner, A., Van Scotter, P., Carlson, J., Westbrook, A., Landes, N. (2006). The BSCS 5E Instructional Model: Origins and Effectiveness. Colorado Springs, CO: BSCS.

I look forward to learning more about rubrics in the final section of this course and how I can use them to support student learning outcomes. My hope is to create rubrics that evaluate 21st century learning skills while students create content they can easily share with our class and others. Rubrics can be an effective way for students to reflect on the process for learning.

Growing with Inquiry Based Learning

As I become more acquainted with Inquiry Based Learning I can envision how it will look in my Kindergarten classroom. At first, I was worried that it would be difficult to model this strategy in an age appropriate way with my students. However, now I’m more than confident my students can be successful thanks in part to their ability to guide the instruction as we share the responsibility for learning.  

One of my biggest, “ah-has” far has been the construction of our own Inquiry Based Learning unit using Google Sites.  Exploring this tools been a great experience learning to create a site that’s easy to navigate appropriate content. Looking at the overarching theme of concept/fact and question types, I was able to strategically decide on a unit of study that would allow for me to exemplify these ideas with my students. Next, we explored technology resources to support the objective of the lesson.

Given my passion for mobile technology and experience in the classroom, I was excited to give students opportunities to utilize tools that would promote communication, collaboration, creativity and critical thinking. For each section of the unit, I decided to focus on one or tool that gave students choice in creating a product. One of the biggest pitfalls to mobile technology is many educators fall into the app store conundrum. My goal for mobile technology is to have students to create content that practices a wide array of 21st century skills, instead of recreating something we can do on a piece of paper. Students often don’t notice they are learning in this setting. It’s They are engaged in a transformative learning experience that deepens their passion for learning along with their understanding of material. While using technology, my ideal lesson redefines learning when looking at the SAMR Model. 

 

Edudemic

For the purpose of this unit I plan on using:

                                                    

                                                       

Inquiry Based Learning Progress

Since my introduction to Inquiry Based Learning I’ve gathered a greater understanding of the process. One of the most powerful reflections was through the case studies and video examples. One can learn about the overarching idea of Inquiry Based Learning through articles, but true understanding comes from seeing it in action. Given we compared a teacher directed, teacher-student shared and student directed classroom, we saw various perspectives. These critiques were a powerful experience as I dissected abilities necessary to do inquiry, along with understandings about inquiry through three classrooms. As we watched the unfolding of a multiple day science unit, I differentiated between teacher and student tasks as they fit into Inquiry Based Learning. Plus, the essential features of the classroom allowed me to see how our exemplary teacher and students were executing these skills. 

Any chance I have to visit other classrooms and observe, I jump at the opportunity. For me there is no better way of learning through student and teacher interactions. Our district has worked on a professional development portal that showcases example strategies being used in the classroom. This is not only a great resource for new teachers, but others looking to add new strategies to their toolkit.

Having taught science, I began to think of how often I spent time as a teacher directed classroom like we saw in this part of the video. It's safe to say this rarely happened as we are comparing primary to secondary school age.

The Physics of Optics: Teacher Directed

Seen below is an example of a student centered classroom exploring content together. After reflecting, I felt that with every lab my students had time to investigate the necessary materials. Given this was my intention at the time, I'm happy to say they had these opportunities. Every class had hands-on rotations where I would travel around the room prompting students much like we saw in our video: The Physics of Optics. I often miss the time spent as a science teacher working with Kindergartners through third graders, while attempting the inquiry style approach.

The Physics of Optics: Student Centered

Through continued research, I’ve found a resource I plan to revisit this school year. As I focus on mobile technology in my classroom, I'm looking for ways to infuse Inquiry Based Learning into science. Thanks to Agents of Change, they have outlined apps that meet each stage of the inquiry process. Having reviewed the site, I have most of the apps already on my devices, so now I need to review how they are intended to be used during: wondering, planning, gathering, forming, sharing, and reflecting. It should be an exciting journey and I look forward to introducing this in our first matter unit in October.       

Agents of Change

Ideas on Inquiry Based Learning

Over the course of this week, I’ve come to some realizations about inquiry based learning. At first, I thought I had a handle on what to expect and my role in the process. I’ll be the first to admit, I had lots to learn and now have different perspective on the model. Looking at an overview of the steps for inquiry based learning, I can visualize the milestones needed from start to finish. I was forgetting one of the most important steps in the process and how crucial it is for students to reflect from beginning to end. Sure we as teachers strive to activate prior knowledge in all our lessons, then supplement this information to cover gaps for those who are unaware, but next is where inquiry based learning sets itself apart. Instead of the teacher deciding what direction the lesson will take, the students define individual outcomes for themselves that they will be held accountable for. Too good to be true, right? After the teacher has modeled a product and the steps needed to reach the final product, students are sent out to create a product based on their interests on ideas. My head is spinning with the numbers of ideas I can foresee using iPads; it is endless! Inquiry based learning is a means for students to ask questions, research, create, collaborate and reflect on the process. It allows for deeper understanding through critical thinking and problem solving. Students play an active role in the learning process and can monitor their learning through self-directed learning skills. They develop ownership in their learning, therefore enhancing individuals interest in the learning taking place.

http://www.cii.illinois.edu/InquiryPage/

When signing up for this class, I presumed it was going to piggyback on the ideas of project based learning, however I was wrong. This takes on a different approach and an exciting journey that I can hope to use with my budding Kindergarten scientists. So many of my (original) perspectives have changed as I’ve read more about the topic and now understand the key components for the inquiry process. Once I read through the provided readings through our course, I began searching for additional resources. During my search, I found another visual representation of the inquiry based learning called the Stripling Model. I liked how this graphic representation included more detailed examples for each piece of the representation. It not only deepened my understanding of inquiry learning, but provided me with a tool to use throughout this course as we dive deeper. Activities like these are exactly what our students need; opportunities to reflect on their learning. I value the opportunity to learn more about inquiry based learning and see how I can most effectively implement it into my classroom.

http://www.loc.gov/teachers/tps/quarterly/inquiry_learning/article.html