Recently I tweeted the above image and within a single day it was retweeted and liked over 2000 times. That’s something. Could you imagine if your students tweeted something from your lesson to this extent? Or if your principal or employer gave you that many kudos for something you shared? Needless to say I think the notion the image suggests around the role of data in education struck a chord with my PLN and I’d like to take this opportunity to grapple with why I think this is the case.
In this series I aim to bust some common myths I often hear in my travels supporting teachers and schools in adopting an Inquiry Mindset for their students. My hope is that we can begin to inform colleagues, parents, and students as to what the reality of inquiry truly is. Please help this movement by sharing these with your PLN.
Here we go with Myth #9!
At the high school level inquiry should belong in each subject area. What I mean by this is a Physics inquiry should be innately tied to the conceptual understandings and big ideas of the Physics curriculum. In the same way, a Chemistry inquiry should reflect the conceptual understandings and big ideas of the Chemistry curriculum. Whatever the subject, inquiry reframes what we teach with a focus on how we teach it. It is not a setting dependent pedagogy.
In all of my research on inquiry (and yes, I’ve done a lot) I have discovered that there are massive challenges educators face when it comes to implementing inquiry into their practice. When these challenges aren’t met and overcome, yes, inquiry scores a low effect size. But when these challenges are met inquiry transforms into a powerful pedagogy.