RSA 1: Inquiry-Based Learning
Online resources:
For this blog post I chose to focus on inquiry-based learning in the classroom. I have been using an inquiry model in my classroom and I wanted to learn more about inquiry-based learning. I wanted to compare strategies my district is implementing with the information I have been reading.
Inquiry-Based
Learning is best described in Workshop: Inquiry-Based Learning (2004), “a
seeking for truth, information, or knowledge—seeking information by
questioning.” I learned new information about inquiry and how it can be
implemented. I was particularly interested in section about involving parents
and communities. I am often trying “new” methods in my classroom, and sometimes
it is difficult knowing where or how to involve parents and the community. “To
function well as the child's educational support and supporter of quality
education, the community must be informed and actively involved” (Workshop: Inquiry-Based
Learning, 2004). In this section it mentions that awareness is important. It is
important to share what is happening in the classroom and what inquiry is. By
doing this, more resources can become available. In my classroom we tweet and
students write blog posts. They can use these resources to ask questions and
possibly connect with an expert in their field of study.
Another area I wanted to look at was the process of inquiry. The graphic from 20 Questions to guide inquiry-Based Learning is a great visual to sum up what the inquiry process is. This would be something I could share with my students to help guide them through the process. I think it would help my students to understand what each step of the process of inquiry. When trying inquiry in class, students are often not sure of what they should do next and this visual is clear enough for my third graders to understand.
Figure
1. The Inquiry Process
We
need to “create more enriching life-long experiences” (Chumrau, 2012). With the Common Core State Standards and PARCC
testing, we do need to provide experiences that require students to find deeper
meaning. Inquiry-based learning will help students to practice those skills.
The article Reinventing School From the Ground Up For Inquiry learning,
discusses how schools need to change.
“Spurred by the Common Core and the urgency to teach 21st
century competencies, a huge wave of settlers is now trying to emulate the
pioneers by becoming “inquiry-based” schools” (Markham, 2013). Changing the paradigm
from a traditional classroom to one filled with inquiry is also a process that
requires “imagination and bravery” ( 2013). As I have embarked on
trying to create inquiry experiences for my students I feel I have had to be
brave and just jump in. I have also tried to get my students to be brave. I
have asked them to think about things differently as they research. I have
asked them to question and think about what they really want to learn. Markham
states that teachers need to create professional learning networks (PLN) and that
collaboration should be deep and meaningful (2013). Since inquiry has started
as a district initiative I have become part of a district PLN. This has helped
me to brainstorm ideas and share lessons with other teachers who are brave
enough to change their classrooms.
Another article I read was Creating Classrooms We Need: 8 Ways into Inquiry Learning. In this article the author discuses eight practical ways to create an inquiry-based classroom. This article was helpful because it is based upon an interview with Diana Laufenberg a history teacher. Laufenberg discussed eight key ideas necessary for a good collaborative classroom. The first key idea covered flexibility. Teachers must be flexible and give up some control to students in order for inquiry to happen. According to Laufenberg, to foster inquiry a teacher should “get them curious enough in the subject to do research on their own” (Barseghian, 2013). One important idea I agree with in the article is about failure. There are different kinds of failure. One kid is failure because a student doesn’t do anything and the other is failure because the students took a risk. Laufenberg calls them “blameworthy” and “praiseworthy” failures (Barseghian, 2013). In my classroom I tell students it is okay to fail. They just have to rethink their question and try it again. The steps Diane Laufenberg uses in her classroom align with the ones described in The Inquiry Process (Teach staff, 2013)
References
Barsenghian, Tina. "Creating Classrooms We Need: 8 Ways Into Inquiry Learning." MindShift. N.p., 11 Mar. 2013. Retrieved on 31 Jan. 2015. From http://blogs.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/
Chumrau, Brad. (2012, August 1). Finding Inspiration and Liberation through Inquiry Based Education:Brad Chumrau at TEDxMCPSTeachers. Retrieved from http://youtu.be/q5RM8ZiCw3s
Markham, Thom. "Reinventing School From the Ground Up For Inquiry Learning." MindShift. N.p., 11 Sept. 2013. Web. 28 Jan. 2015.
Ed online. (2004). Workshop: Inquiry-Based Learning. Concept to classroom. Retrieved from http://www.thirteen.org/edonline/concept2class/inquiry/
Teach Thought Staff. (2013). 20 Questions To Guide Inquiry-Based Learning. Retrieved from http://www.teachthought.com/learning/20-questions-guide-inquiry-based-learning/
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