EDIM 513: Unit 3 - Reflections on Inquiry Based Learning

Over the past two weeks, I feel as though my eyes have really been opened to what inquiry based learning is all about.  I had no idea there were different "styles" of inquiry based learning, with regard to teacher involvement.  I had assumed there was one tried and tried method with one set of "directions," but I was definitely wrong!

When I had just started off learning about this type of instruction, I have to admit that I was nervous about implementing IBL in my own classroom.  I foresaw chaos and a lack of direction and students not meeting the desired outcome or objectives of the learning experience.  However, now I realize the different types of IBL (teacher-directed, teacher-student balanced, and student-initiated) can help serve different populations of students to ensure learning objectives are, indeed, met.

One type may be more appropriate for a class than the others, depending on age/grade level, level of experience with IBL, classroom dynamics, etc. If I were to implement IBL with my 6th grade class, I would probably start off using a more teacher-directed approach in the beginning, just until my students became accustomed to this very different style of learning.  As they become more comfortable and confident in allowing inquiry to guide their learning, I'd step back gradually until it was more student-initiated. 

Inquiry based learning doesn't mean simply letting students do whatever they want.  There is purpose and direction there, but the students have more control over the path that leads them to understanding.  Instead of being told to sit down, be quiet, and listen, students are now put in the driver's seat and allowed to rely on their natural curiosity.  Anyone who's ever spent any amount of time around a child knows how often children ask questions.  So, wouldn't it make sense to allow children to do just that in the classroom? Asking questions is a natural way for children to learn.  It's quite refreshing to think about letting children to be children and allowing them to tap into their inquisitive nature, rather than succumbing to the stifling uniformity of the CCSS and the latest flavor of the week educational policy.

As I move forward in my journey to learning more about inquiry based learning, I'm interested in learning more about the pedagogy behind it.  What are some effective questioning techniques for teacher-led or teacher-student balanced instruction? How do I ensure that my students are, in fact, meeting the learning objectives and mastering both content and skills when they have so much control of what is happening in the classroom through inquiry based learning?

EDIM 513: Unit 1 Blog

So far in the first week of my new course, I have gained a better understanding what inquiry based learning actually is.  Before, I had only a vague understanding of the concept and very limited experience with it in the classroom.  I'm confident that by the time I finish the course, I'll feel much more comfortable attempting to implement inquiry based instruction in my own classroom.

Perhaps the biggest revelation I had this week was that hands-on instruction does not necessarily equal inquiry based learning.  When it comes to student engagement, educators like to throw around terms like "hands on" and "student-centered," but I now understand that it takes more than that to truly constitute inquiry based learning. 

I learned that inquiry based learning isn't just letting students "run free" with their education; it actually involves quite a lot of work and planning on the part of the teacher.  The teacher must continually assess their students throughout the process and adjust the activity or help guide students towards an end goal.  With inquiry based instruction, teacher involvement can vary.  I can see teachers of younger elementary grades having to provide more support and modeling than secondary teachers, although teachers of any age or grade level would need to model and practice the process with students first, since inquiry based learning is a departure from the traditional "stand and lecture" method of teaching that most students are probably used to.

As I begin my journey into developing a plan to implement more inquiry based learning experiences for my 6th grade students, the main questions I have are related to the fact that I teach in a cyber school.  I am wondering if there will be a difference between inquiry based learning in a cyber school and a brick-and-mortar school. Is it "easier" to implement in one setting vs. the other? With my students working on their own at home, at different paces, and on different lessons, how can I effectively implement inquiry based learning in my class that also allows for collaborative work? Since I will be teaching Science this year, I think that subject area will lend itself particularly nicely to inquiry based learning.  I am hoping that by the time I finish my final blog post for this course, I will have found the answers to my questions and will be able to put them into practice!