#LearningProject

Inquiry #LearningProject Reflection

Basic Inquiry Cycle (1)

As I continue to develop a more robust framework for inquiry learning in my classroom, I have developed a very basic inquiry cycle to guide my instruction.

Before I start my latest reflection on Reintroducing Inquiry Learning Into The Elementary Classroom, I wanted to give a quick shout out to Terri Eichholz  and her recent blog post for turning me onto Barry Schwartz and his TED Talk, The Paradox of Choice, which describes the debilitating effect that too much choice can have on our decision making process.


I directly related the negative effects of choice that Schwartz discusses to the difficulty and time it took students to decide the focus of their inquiry.  I wrongly assumed they would just figure it out in due course – that deciding wouldn’t be a big deal.  I was wrong!

Schwartz says too much choice makes it difficult for people to make a decision and paralysis is a consequence of having too many choices.  He also argues that even when we make a decision by overcoming the challenges associated with too much choice, we end up less satisfied with our final choice than we would have if we had fewer options to choose from.

Reasons:

  1. The more options there are, the easier it is to regret your final decision because it is natural to start to compare the final choice with the original list of choices.  This results in a decrease of satisfaction with the product, even if the decision was a good choice.  In practice, creating a huge list of inquiry topics with the class may be counterproductive.
  1. ‘Opportunity costs’ – whenever one chooses to do one thing it is inevitably at the direct cost of another.  In inquiry learning, the dilemma of choosing to learn about different animal skeletons means it is not possible to learn about gardening.  This causes internal conflict, which can be extremely debilitating for some children.
  1. ‘Escalation of expectation’ – adding excessive choice to people’s lives increases their expectations about how good those choices are. This produces less satisfaction with final decision, even when it is a good decision.  In inquiry learning, student’s expectations surrounding a topic may become over inflated, which leads to an eventual decrease in overall satisfaction.

I plan to counter Schwartz’s findings and help to improve my learner’s chances of self-select an inquiry topic in a timely manner by:

  • involving parents more in the process – parents know their children and their passions better than anyone
  • model my own inquiry learning
  • help my learners narrow their inquiry focus by asking them to think about what they do during unstructured time

How do you help students navigate the decisioning making process around their inquiry projects?

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Learning Project Reflection: #InquiryChat

InquiryChat  with tweets  · MrLister · Storify

I am a great proponent of attending Twitter chats to stretch my thinking and engage in professional development.  There are times when I find myself highly engaged in some chats while other times I simply lurk and listen to the engaging conversations.  Whichever mood I’m in, I always leave with valuable resources and nuggets of information that challenge my thinking.  On my journey to reintroduce inquiry learning into my classroom, I found two Twitter chats that may prove useful – #inquirychat and #geniushour.

 

I attended my first #inquirychat on Thursday evening and left with mixed opinions.  I’m used to fast-paced chats such as #bcedchat and #edchat, and I found Thursday’s experience very different from my normal encounters – slow, sometimes awkward, but in some respects more meaningful.  I’m the type of person who needs time to process ideas that challenge my thinking, and need time to craft thoughtful responses to questions.  Thursday’s chat offered time for me to reflect on the questions before sharing my thoughts.

 

One disadvantage of the chat was that there were only six people contributing to the conversations and most of them were looking at inquiry through the lens of the middle and high-school experience.  Another disadvantage was the cultural differences between members of the chat.  Most of the participants were from the U.S. and much of the chat centered on the difficulties of adopting inquiry learning methods in an environment that places so much emphasis on standardized testing.

 

In spite of the limited number of participants, there were several useful pieces of information I picked up.  The topic of service-learning came up in the chat several times and this topic fits in nicely with one of the options in the framework I plan to develop during this learning project.  I appreciated this tweet from @MlleLofthouse because it reminds me to engage my learners in thinking centered around real-life problem/solutions:

InquiryChat   · MrLister · Storify

Points That Stretched My Thinking:

  • Inquiry can motivate learners when it involves real life learning such as service learning
  • ‘Hands-on’ learning opportunities often make the best inquiry learning projects
  • Simulations are great ways to engage learners in skill and content building exercises
  • Game-based learning and simulation-based learning lend themselves well to inquiry learning
Resources added to my Diigo on Inquiry Learning:
  1. http://naturalcuriosity.ca/
  2. http://classroomtools.com/
  3. http://loftylearner.blogspot.ca/2014/10/teaching-ottawastrong.html

Reintroducing Inquiry Learning Into The Elementary Classroom

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In January of last year I introduced an inquiry block named C.H.O.I.C.E (Children Have Ownership In Choice Education) into my weekly schedule.  I told my students that for an hour and a half every Thursday I was setting aside time for them to follow their passions.  Initially there was much excitement on my part and on the part of my students.  Some students wanted to learn about art while others wanted to learn how to use Windows Movie Maker to produce videos.  The first mistake I made was spending more time figuring out a cute acronym for the block of time I was setting aside rather than preparing my students for new way for doing school. Upon reflection I got my priorities all wrong.  As part of my #learningproject in EDCI 569 with Alec Couros, I intend to ‘right the ship’ and reintroduce inquiry-learning into my classroom in more intentional way.

 

I have some important goals I would like to achieve with this project:

  1. Create a framework that is suitable for inquiry learning in an elementary school setting
  2. Scaffold the learning process so all my learners can experience a successful project
  3. Include parents in the project by sharing learning throughout the process not just at the end
  4. Create conditions for students to share their learning at the end of the project with the rest of the class and publicly
  5. Provide just the right amount of guidance so as not to exhibit too much control over learning
  6. Share the resources I collect through the process of my learning via a tool such Diigo or Scoop.It

 

I plan to share my learning on my blog under the category ‘CHOICE’ and the tag ‘#LearningProject’.  My blog posts will also auto populate to Twitter using the hashtags #LearningProject and #TIEGrad.

In addition, I have discovered that with any learning project it is important to connection with a like-minded community for support and inspiration.  With this in mind I plan to attend two Twitter chat each month.  Sadly, they are both on Thursdays at 6pm PST which means I can only attend for the first half hour because of class but something is better than nothing.  #GeniusHour is held on the first Thursday of every month and #InquiryChat is bi-weekly on Thursdays at 6pm.

Let the journey begin…