From what I understand, 'inquiry' is a learning process. So.... as scientists (we are all scientists of course) we investigate through a process of inquiry (investigation)to learn something about the natural world. Different disciplines (subjects/learning areas) have their own processes/systems/models of inquiry. In short its logic and reason (critical thinking)that underpin any inquiry process.
I like to think of us more as poets...creating meaning from the world around us (sorry, the English teacher in me couldn't resist!) To me, I think if our students are to survive, let alone thrive, in the 21st century, then creative and independant thinking holds the highest currency. This calls for a shift from assessment driven, content recall (and I understand this is the 'nature of the beast') to the development of students who are able to interpret and apply old information and new alike, to new situations, problems and environments. I recently read a quote that supports this - "It's ridiculous to continue to embrace standardized learning and standarized tests at the very same time our new economy is eliminating standarized jobs". Inquiry is one such tool (that if utilised well in the classroom) can develop these abilities in our students. It allows our students to collaborate, be creative, communicate, understand ethics and accountability, and solve problems. The key I guess, is that it is done well. While I think the shift in our teaching focus is a positive one (not just with inquiry, but a number of other initiatives), I think the need to 'tick a box' with an inquiry a term can potentially develop a mentality of tokenism...we need to make sure we don't settle on cross-curricular activity type learning or we will fall back into the same type of teaching/learning. As teachers we need to be given ample chance to 'un-pack' these "new-fangled notions" and get on board in a 'real' way. I guess that is the conundrum! And so I end with a poem (because I don't have a scientific bone in my body!) What is a teacher? A guide, not a guard. What is learning? A journey, not a destination. What is discovery? Questioning the answers, not answering the questions. What is a process? Discovering ideas, not covering content. What is the goal? Open minds, not closed issues. What is the test? Being and becoming, not remembering and reviewing. What is learning? Not just doing things differently, but doing different things. What is teaching? Not showing them what to learn, but showing them how to learn. What is school? Whatever we choose to make it. - Allan Glatthorn
"our new economy is eliminating standarised jobs".
Hmmm ... says who and on what evidence? Of course there has been much innovation and workforce reform.However, I think we need to be very careful here. There are still many 'low skill' jobs that are required to do essential work.In the UK immigrants are filling many of these roles and these job have lower social status. So huge and worrying implication here! Rather than get too political (and lets face it many educational intiaitives have a political basis)I want to ask the question: are we doing inquiry to support a "knowledge based society"? (Maybe another post?).
Well i guess we are getting a feel for what inquiry is - i liked your one paul that 'logic and reason (critical thinking)that underpin any inquiry process'.
I d like to change tacks a bit and ask:
Does inquiry benefit all levels of student??
I have been doing inquiry for a number of years and i have rarely seen the high ability students flourish and the low ability students do poorly. When assessed against Briggs Solo Taxonomy rarely did students truly achieve the higher critical thinking of the 'Rational' or 'Extended abstract' levels. Certainly no low ability students all of a sudden became critical thinkers. Why not ? was it my lack of ability at guiding the inquiries. perhaps. or maybe inquiry just doesn't suit low ability students and well thats ok because we need someone to do the 'low skill jobs'. check my scoop : http://www.scoop.it/t/inquiry-learning-by-hemi-500-hutt particularly the one CHRISTINE - CHADWICK... haven't read it all yet myself though !! but a STUDY ! great.
Just read a bit from CHRISTINE - CHADWICK and they make a point that all students can benefit from inquiry based learning. However low ability students need to be scaffolded with guided inquiry so they can learn the skills for critical thinking. "that with practice and initial guidance students in all ability groups can learn and develop higher-order thinking skill through the use of inquiry-based methods."
From what I understand, 'inquiry' is a learning process. So.... as scientists (we are all scientists of course) we investigate through a process of inquiry (investigation)to learn something about the natural world. Different disciplines (subjects/learning areas) have their own processes/systems/models of inquiry. In short its logic and reason (critical thinking)that underpin any inquiry process.
ReplyDeleteI like to think of us more as poets...creating meaning from the world around us (sorry, the English teacher in me couldn't resist!)
ReplyDeleteTo me, I think if our students are to survive, let alone thrive, in the 21st century, then creative and independant thinking holds the highest currency. This calls for a shift from assessment driven, content recall (and I understand this is the 'nature of the beast') to the development of students who are able to interpret and apply old information and new alike, to new situations, problems and environments.
I recently read a quote that supports this - "It's ridiculous to continue to embrace standardized learning and standarized tests at the very same time our new economy is eliminating standarized jobs".
Inquiry is one such tool (that if utilised well in the classroom) can develop these abilities in our students. It allows our students to collaborate, be creative, communicate, understand ethics and accountability, and solve problems.
The key I guess, is that it is done well. While I think the shift in our teaching focus is a positive one (not just with inquiry, but a number of other initiatives), I think the need to 'tick a box' with an inquiry a term can potentially develop a mentality of tokenism...we need to make sure we don't settle on cross-curricular activity type learning or we will fall back into the same type of teaching/learning. As teachers we need to be given ample chance to 'un-pack' these "new-fangled notions" and get on board in a 'real' way.
I guess that is the conundrum!
And so I end with a poem (because I don't have a scientific bone in my body!)
What is a teacher?
A guide, not a guard.
What is learning?
A journey, not a destination.
What is discovery?
Questioning the answers, not answering the questions.
What is a process?
Discovering ideas, not covering content.
What is the goal?
Open minds, not closed issues.
What is the test?
Being and becoming, not remembering and reviewing.
What is learning?
Not just doing things differently, but doing different things.
What is teaching?
Not showing them what to learn, but showing them how to learn.
What is school?
Whatever we choose to make it.
- Allan Glatthorn
Can we be poets and scientists? Hope so.
ReplyDelete"our new economy is eliminating standarised jobs".
Hmmm ... says who and on what evidence? Of course there has been much innovation and workforce reform.However, I think we need to be very careful here. There are still many 'low skill' jobs that are required to do essential work.In the UK immigrants are filling many of these roles and these job have lower social status. So huge and worrying implication here! Rather than get too political (and lets face it many educational intiaitives have a political basis)I want to ask the question: are we doing inquiry to support a "knowledge based society"? (Maybe another post?).
Well i guess we are getting a feel for what inquiry is - i liked your one paul that 'logic and reason (critical thinking)that underpin any inquiry process'.
ReplyDeleteI d like to change tacks a bit and ask:
Does inquiry benefit all levels of student??
I have been doing inquiry for a number of years and i have rarely seen the high ability students flourish and the low ability students do poorly. When assessed against Briggs Solo Taxonomy rarely did students truly achieve the higher critical thinking of the 'Rational' or 'Extended abstract' levels. Certainly no low ability students all of a sudden became critical thinkers. Why not ? was it my lack of ability at guiding the inquiries. perhaps. or maybe inquiry just doesn't suit low ability students and well thats ok because we need someone to do the 'low skill jobs'.
check my scoop :
http://www.scoop.it/t/inquiry-learning-by-hemi-500-hutt
particularly the one CHRISTINE - CHADWICK... haven't read it all yet myself though !! but a STUDY ! great.
Just read a bit from CHRISTINE - CHADWICK and they make a point that all students can benefit from inquiry based learning. However low ability students need to be scaffolded with guided inquiry so they can learn the skills for critical thinking. "that with practice and initial guidance students in all ability groups can learn and develop higher-order thinking skill through the use of inquiry-based methods."
ReplyDelete