Read all about inquiry through the lens of one of the world's leading experts in the area.
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.
There is a common misconception that in inquiry students will always explore and even return to topics of little worldly relevance, depth of meaning, or conceptual understanding. I often hear concerns around video games as a topic for young boys and what of relevance or curricular connections can be made to such a topic.
And this is a valid concern. We know how critical literacy and numeracy as building blocks to lifelong learning and predictors of success.
I have several thoughts on the matter but for now I’ll boil it down to one.
My co-author of Inquiry Mindset, the amazing Rebecca Bathurst-Hunt, always draws a smile to my face when she speaks about inquiry and how, with kindergarten students, it can be a “hot mess express”. I imagine a steam train plunging down a railway with dust and debris bellowing from its windows leaving a wake of destruction in its path. And although this may occur from time to time it is certainly not the norm. Inquiry isn’t messy nor is it out of control. Inquiry teachers strike a balance between letting experiences unfold and mindfully reining things in so it’s not a “hot mess express.”
One of the talents of the inquiry teacher is their ability to provide voice and choice while simultaneously teaching to their curriculum and mandated learning objectives. They accomplish this by framing lessons and units of study with access points for all learners. These access points are more than differentiating learning. These access points connect to each students’ wonder and curiosity and provide a start point into learning that is highly relevant. It’s in this relevance that inquiry thrives.
How do you strike a balance between student wonder and your curriculum?
I propose teachers take on an active role in releasing control over learning to the student. Inquiry teachers are highly active in the classroom in that they take on different roles at different times for different reasons. At times they lecture or teach to all. At times they facilitate group and cooperative learning structures. At times they support individual students on a more personalized level as they shift, pivot, and respond to the needs of each student they work with.
Inquiry is not laid back nor is it lazy.
When I speak to “person and purpose” I draw attention to how we consider the students we are working with (and for!) and take into consideration their questions, wonders, interests, goals, and passions. I ask you to consider how you can get to know your students to this extent and how you can connect these highly important details to your curriculum. I propose that our students’ questions, wonders, interests, goals, and passions have deep and authentic ties to our curriculum and perhaps if we all see our curriculum as something with some flex, as something we can reshape a bit, then we’ll have more success supporting our students in inquiry.
Watch this webinar with the good folks at Classroom 2.0 LIVE all about Dive into Inquiry and how we can intentionally support our students in a more personalized learning environment. And check out the amazing curation of resources connected to my work they put together. Wow!
We don't throw the baby out with the bathwater my friends. We mindfully strike a balance of control over learning with our students at the heart of the decisions we make.
Sometimes the most magical learning and authentic friendships can appear out of a single tweet. In fact, you’d be surprised how often this tends to happen. A few retweets between likeminded educators, add in a couple comments on one another’s tweets, sprinkle in a couple of DMs, and POOF, an inspiring partnership is planned!
Case in point my experience with Matt Silverman, Assistant Superitnedent for Curriculum of Glenview D34 in Illinois just north of Chicago.
Our interactions on twitter led to us planning a day of learning with teachers, librarians, instructional coaches, and administrators from his district. From the moment I stepped out of my Uber in the parking lot to the post-learning social he planned for attendees I was greeted with unparalleled kindness. The energy from the group was a joy to witness as we unpacked inquiry together.
Thank you to Matt, Adrienne, Sam, and Barrie (and everyone for that matter!) for welcoming into your district and treating me like family. Your kindness will not be forgotten!
Find them at #WeAreD34
Watch this Flipgrid webinar as Rebecca Bathurst-Hunt and I share how Flipgrid, our favourite addition to our teaching in recent memory, empowers our students and helps foster an inquiry mindset.
