Inquiry Learning
Colonel J Fred Scott School has a long
history of promoting inquiry as a means of instruction. What exactly does this mean? Area III has
been working with the Galileo Network for many years now in order to hone the
practices in schools to include rich and meaningful tasks that embed assessment
and involve collaboration. At Colonel J
Fred Scott we use the Teaching Effectiveness Framework to guide the development
of tasks. After an extensive examination of research literature, several principles
emerge, and are summarized in this document, demonstrating effective teaching
and learning:
1.
Effective teaching practice
begins with the thoughtful and intentional design of learning that engages
students intellectually and academically.
·
Teachers have chosen a guiding
and broad question with which to navigate through the program of studies. This question is timeless and is big enough
to enter into many different curriculum areas.
2.
The work that students are asked
to undertake is worthy of their time and attention, is personally relevant, and
deeply connected to the world in which they live.
·
The tasks that are designed
around questions or big ideas are very much connected to what is happening in
the world today. An example of this is
our work around the Haiti destruction (Grade 1-2) or the work which explored
Mars settlement (5-6) which is currently begin examined.
3.
Assessment practices are clearly
focused on improving student learning and guiding teaching decisions and
actions.
·
There are many ways our teachers
make assessment a tool for improving understanding (formative assessment). Giving immediate, verbal feedback is one of
the most important ways students can improve their understanding of
concepts. Also, teachers often co-create
target rubrics and criteria so students have a clear ideas of what is expected
in order to achieve at certain levels.
4.
Teachers foster a variety of
interdependent relationships in classrooms that promote learning and create a
strong culture around learning.
·
Collaboration and dialogue is
vital in the inquiry process. When
students talk about their emerging notions, make predictions and conjectures
and challenge ideas they think deeper than going over surface concepts by
copying out someone else’s ideas or having something told to them. Establishing a culture of collaboration
begins in September and sets the tone for an inquiry environment.
5.
Teachers improve their practice
in the company of peers.
·
Teachers no longer work in the
isolation of their classrooms. Just like
students require meaningful collaboration to grow in their learning, so do
educators. When we put six minds
together in developing a task or learning experience we are multiplying ideas,
challenging each other in our decisions and holding one another accountable for
the highest standard in a child’s education.
Inquiry is not in the absence of direct
teaching when needed. Often inquiry work
is interspersed with mini lessons that fill gaps, demonstrate concepts or lead
students in a task where the learning is then infused back into the larger
inquiry. Jean Piaget states that, “The principal goal of education should be
creating men and women who are capable of doing new things not simply repeating
what other generations have done.”
Through inquiry learning, students experience the program of studies
through real world experiences, they explore possibilities and create
solutions.
Ms. Paull
For more information on the Teaching
Effectiveness Framework visit:
