EDIM 513: Final Reflection

After seven weeks of learning about inquiry based learning, I feel like I'm walking away with a much better understanding of what the term actually means. 

I've learned that inquiry based learning does not mean students are "set free" and left to their own devices.  Inquiry based learning can be more structured and teacher-led, if needed, or students can gradually be allowed to take the reins and direct their own learning experience.

I also learned that there are different types of questions and even questioning techniques to be considered with inquiry based learning.  Investigable questions set the stage for experiments, labs, and other hands-on investigations.  These types of questions invite the student to physically explore and demonstrate different concepts.  Non-investigable questions are not able to answered in a hands-on manner, however they are still just as important and valid.  These types of questions require students to perform research, analyze and synthesize information, and finally support their answer with facts.

I learned that technology is vital in assisting the inquiry process.  Not only can technology be used to research, but it can also be used to carry out experiments or to create presentations that demonstrate student understanding.

Finally, I learned the definitive difference between formative and summative assessments, a concept I have struggled with since my undergraduate teaching program.  Formative assessments take place throughout the learning process and are used to adjust instruction. Summative assessments come at the very end of the learning process and measure final proficiency or success.

When I sat down to type out all of the things I've learned in this course, I'm impressed with just how long my list is! I'm able to walk away from this course with some definite ideas of how I'd like to incorporate inquiry based learning into my own class. I would like for students to have more opportunities for hands-on demonstrations and investigations, as well as more experience with investigable questions.  I also hope to "beef up" my formative assessments to make them more meaningful and help me to better serve my students by gauging exactly what they've mastered.  I've already begun to allow students to ask their own questions during science class and then discuss what they believe the answers might be, or else design a way to investigate and find out. I'm finding there's more of a spark in my students this year, and I'm hoping with the new techniques I've learned that that spark will only grow brighter as the year goes on!

EDIM 513: Week 6

This week, I gained more confidence in planning inquiry-based activities for my students, as well as tying technology into those activities.  It was challenging at first, but then I realized just how many websites, apps, and other technology tools exist to make inquiry based learning possible (and more tech savvy)!

I continued to develop my Google Site for my 6th grade solar system unit. I added a lesson plan that utilizes the 5E's (Engagement, Exploration, Explanation, Elaboration, and Evaluation).  It was great practice in determining which technology resources best fit a specific purpose or step of inquiry based learning.  Some of definitely better suited to the Explanation and Elaboration steps (where students are sharing and demonstrating what they've learned), versus setting up the lesson, gauging student background knowledge, and helping students to identify questions.

As I move into my final week of the Inquiry Based Learning course, I'm hoping to pull everything together and leave with the confidence to implement more opportunities for inquiry based learning in my classroom!

EDIM 513: Week 5 Update

Over the past two weeks, my knowledge of inquiry based learning has grown even more. Just when I wonder to myself, "How am I going to write an entire blog entry explaining what I've learned?" it hits me that there are new concepts and aspects of inquiry based learning introduced each week. I never realized there were so many facets to this type of learning and teaching!

The main concept that I took away from the past two units was the different types of questions. Investigable questions invite students to find answers through hands-on demonstrations, labs, and activities.  Non-investigable questions can be answered through research or a student's prior knowledge.  Both types of questions are important and can utilize higher order thinking skills; however, when it comes to implementing inquiry based learning in my own 6th grade science class, I like the idea of trying to incorporate as many investigable questions as I can. Scientific concepts can be difficult for students to fathom without seeing them in action, so I welcome the opportunity for students to demonstrate scientific principles and see the results firsthand.

One question that I have at this point is how to develop more investigable questions for my solar system unit.  Since many of the concepts and facts students will learn in this unit are related to gravity and planetary conditions, they would be difficult to simulate in the classroom.  How can my students learn more about the solar system in a hands-on manner?