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