Future learning from the past

a traditional approach
I want kids to know the basic information that is important for people to have to live in our democratic society.
We also want kids to inquire on their own, to use problem-solving strategies when they’re confronted with problems the answers to which are not immediately known. want them to know how to behave when the answers to problems are not apparent. that’s where inquiry comes into play. In an inquiry classroom, the teacher asks questions that are more open and reflective in nature.

skills of thinking:
The center circle would be specific thinking skills. And what I mean by specific thinking skills are such things as comparing, contrasting, inferring, sequencing, predicting, hypothesizing, drawing conclusions, for example, providing evidence

solve problems and make decisions. students learn how to continue learning.
strategic kinds of decisions and problem-solving skills. involves comparison, evaluating, classifying. it’s in the problem solving and decision making and creative thinking, strategic kinds of thinking skills.

habits of mind
persisting, knowing how to ask good questions, being aware of my own thinking (or metacognition). Listening to others with understanding, striving for accuracy and precision, being wondrous, being curious, being a continual learner, wanting to know more about the process over a period of time. They are best nurtured through appropriate modeling and experiences.

Thinking skills ➡️ strategies ➡️ habits of mind

it is providing an opportunity for kids to transfer, to apply, to solve problems using the knowledge that they have. And no lesson is complete without both components, Inquiry and basic skills.

cannot measure inquiry-based learning with old-fashioned product-based assessment techniques. should have a balanced assessment program. Testing does very well to measure kids’ knowledge and skill acquisition. other forms of assessment, including such things as exhibitions, interviews, portfolios, writing samples, observations, checklists over time, having students do extended projects.

The art of questioning
inference questions demand that students fill in missing information. interpretive questions propose that they understand the consequences of information or ideas. transfer questions provoke a kind of breadth of thinking, asking students to take their knowledge to new places.

In this simplified model the outcomes are:
. content of subjects;
. content in a larger conceptual framework;
. information processing skills; and,
. nurtured habits of mind.
Teachers need to keep these four things in mind while developing plans for learning. These four outcomes are the essence of inquiry learning and should be the “essence outcomes” for modern standards of education.


Introduction to Inquiry Based Learning

One exemplary organization who focuses on inquiry is the Galileo Educational Network from Calgary, Alberta. In addition to providing research, resources and professional development on teaching and learning from an inquiry stance, the Galileo Network has also created the Galileo Inquiry Rubric. Designed with purpose of making inquiry more concrete and accessible, the Galileo rubric is intended to be used by teachers in the design and evaluation of inquiry-based teaching.

The goal of this document is to explore a modified version of Galileo Inquiry rubric, built around 8 elements of strong, inquiry-based practice:
2.Deep Understanding
3.Performances of Understanding
5.Appropriate Use of Technology
6.Connecting with Experts
7.Student Success
8.Ethical Citizenship

As as entry point, inquiry involves learners:
✦tackling real-world questions, issues and controversies
✦developing questioning, research and communication skills
✦solving problems or creating solutions
✦collaborating within and beyond the classroom
✦developing deep understanding of content knowledge
✦participating in the public creation and improvement of ideas and knowledge

Inquiry is an umbrella term that covers a number of other approaches to teaching and learning. Teaching practices that utilize a disposition of inquiry learning include:
✦problem-based learning: learning that starts with an ill-structured problem or case-study
✦project-based learning: students create a project or presentation as a demonstration of their understanding
✦design-based learning: learning through the working design of a solution to a complex problem

Specific learning processes that people engage in during inquiry-learning include:

Creating questions of their own
Obtaining supporting evidence to answer the question(s)
Explaining the evidence collected
Connecting the explanation to the knowledge obtained from the investigative process
Creating an argument and justification for the explanation

In guided inquiry, people are provided with only the research question, and the task is to design the procedure (method) and to test the question and the resulting explanations. Because this kind of inquiry is more open than a confirmation or structured inquiry, it is most successful when people have had numerous opportunities to learn and practice different ways to plan experiments and record data.

In open inquiry, people form questions, design procedures for carrying out an inquiry, and communicate their results.

Some Guiding Principles for Educators

Don’t wait for the perfect question
Place ideas at the centre
Work towards common goal of understanding
Don’t let go of the class
Remain faithful to the students’ line of inquiry
Teach directly on a need-to-know basis

these skills need to be scaffolded by the teacher or instructor until students are able to develop questions, methods, and conclusions on their own.
students have to evaluate the strengths and weaknesses of the results they collect themselves and decide their value. importance of understanding over knowledge.


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