Inquiry Teaching and Learning

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Inquiry Teaching and Learning
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21st-century challenge

• Find problems
• Integrate knowledge from multiple sources and
  media
• Think critically
• Collaborate
• Learn how to learn

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Inquiry-based learning

• in which people construct knowledge based on
  the questions that arise in their lived experience

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Definition?

• a philosophy of education which recognizes the
  diversity of learners and promotes the
  development of a critical, socially-engaged
  intelligence. It draws on a long history of
  theoretical and practical work, but takes on new
  meanings in an age of digital information and new
  communication technologies. It typically involves
  what John Dewey calls the primary interests of
  the learner investigation--to find out about the
  world communication--to enter into social
  relationships construction--to create things and
  change the world and expression or
  reflection--to extract meaning from experience.

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Performing -gt web design

• Few people are ever taught to create successful,
  satisfying experiences for others. Mostly, those
  folks are in the performing arts dancers,
  comedians, storytellers, singers, actors, etc. I
  now wish I had more training in theater and
  performing arts to rely on...especially
  improvisational theater.
• interview with Nathan Shedroff, Vivid Studios
  (1997, internet.au)

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Stephen's questions

• Why do cars speed up passing a stop sign?
• Why do things far away seem blue
• Why do my eyes water when I stare
• How does your body make tears
• Is salt in our tears the same as the salt we put
  on food
• What's that pipe from the silo to the barn?

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Weather curriculum

• Jack Easley asks students to look up at a
  rainbow, but the children look down and ask
• "Why do earthworms come out of
• the ground after it rains?"

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Interests of the learner

• Investigate learn about the world through
  authentic engagement
• Create make/change things in the world
• Communicate enter the social world learn
  through communication
• Express reflect on experience
• John Dewey, The School Society, 1900

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Inquiry cycle
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Attitude to work and life

• Science ... an attitude of eager, alert
  observations a constant questioning of old
  procedure in light of new observations a use of
  the world as well as of books
• Art ... an attitude of relish, of emotional
  drive, a genuine participation in some creative
  phase of work, and a sense that joy and beauty
  are legitimate possessions of all human beings,
  young and old
• ... imbuing teachers with an experimental,
  critical and ardent approach to their work.
• Lucy Sprague Mitchell

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Progressive education

• The education of engaged citizens involves
• respect for diversity, meaning that each
  individual should be recognized for his or her
  own abilities, interests, ideas, needs, and
  cultural identity, and
• the development of critical, socially engaged
  intelligence, which enables individuals to
  understand and participate effectively in the
  affairs of their community in a collaborative
  effort to achieve a common good
• John Dewey Project on Progressive Ed.

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Reflection on experience

• We always live at the time we live and not at
  some other time, and only by extracting at each
  present time the full meaning of each present
  experience are we prepared for doing the same in
  the future. This is the only preparation which in
  the long run amounts to anything.
• John Dewey, Experience Education

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Inquiry-based learning

• Questions arising out of experience
• Materials diverse, authentic, challenging
• Activities engaging. hands-on, creating,
  collaborating, living new roles
• Dialogue listening to others articulating
  understandings
• Reflection expressing experience moving from
  new concepts into action

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Teacher as inquirer

• Inquiry about the world
• Partner in inquiry
• Modeling
• Guiding
• Inquiry about teaching and learning

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Learning to teach - 1

• As a guide for the experimentation we so freely
  encourage, the table opposite will be helpful. We
  must caution, however, that it is rife with
  half-truths--despite our best efforts at
  disclosure. We are dealing here with living
  things whose colors, habits, and general
  constitutions will vary with locale and with the
  skill of the individual gardener.

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Learning to teach - 2

• This unpredictability, which strikes terror into
  the heart of the beginner, is in fact one of the
  glories of gardening. Things change, certainly
  from year to year and sometimes from morning to
  evening. There are mysteries, surprises, and
  always, lessons to be learned. After almost 40
  years hard at it, we are only beginning.
• Amos Pettingill, The Garden Book, 1986

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Inquiry in language learning

• Berghoff, et al, Beyond reading and writing
  Inquiry, curriculum, and multiple ways of
  knowing.
• Bruce Easley, Emerging communities of practice
  Collaboration and communication in action
  research.
• Short, et al, Learning together through inquiry
  From Columbus to integrated curriculum.
• Wells Chang-Wells, Constructing knowledge
  together Classrooms as centers of inquiry and
  literacy

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Inquiry in science learning

• National Science Foundation research-validated
  models (e.g., extended inquiry, problem-solving)
• Reinventing Undergraduate Education (Carnegie
  Foundation's Boyer Commission) 1 Make
  research-based learning the standard
• Project 2061 (American Association for the
  Advancement of Science) 1 science literacy
  for all high-school graduates