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.

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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: