I had an opportunity to host the #MYPChat on Twitter from May 6 to 13, 2018. In the previous week, @alohalavina prompted us to think about how inquiry has transformed time and space in our classroom and how we can support student inquiry. Lots of enthusiastic discussions via Twitter chat, and I have a strong desire to explore more. Generally speaking, teachers can identify characteristics of inquiry-based teaching and learning, but sometimes I found it is difficult for teachers to imagine how the inquiry classroom looks like, sounds like and feels like. Just like students, teachers who want to shift to an inquiry-based teaching approach also need concrete examples.
Additionally, I believe in an evidence-based approach to support student learning and guide them to become self-regulated learners. Therefore, I want to find out what evidence we can collect in the inquiry classroom; what assumptions we have about formative assessment and feedback; lastly, how we can support student inquiry through feedback.
Inquiry teaching is an approach that involves using questions to drive learning and to assess what has been learned by students. It requires teachers to create the right kind of environment, ask the right questions, and provide feedback to help students learn in the best way possible. It isn’t easy, but it’s worth it! I appreciate my PLN and continue to learn from others. I read through all the ideas and discussions and organized them into three aspects. In this post, I will share to be an effective inquiry teacher. To be an effective inquiry teacher, One must:
Developing inquiry teacher disposition begins with self-awareness. Inquiry teachers focus on relationship building with students and promote collaboration among students. They look to encourage students to ask questions and seek answers with a natural curiosity, because they know these skills are critical for developing global citizens in an ever-changing world. Students’ individual interests drive their learning experiences, which means that inquiry teachers must be prepared to lead class discussions about anything under (or over) the sun. Doing so requires open-mindedness and empathy from educators, qualities that may feel uncomfortable at first but will help nurture curious students who will go on to make a positive impact on society. Here are examples of the inquiry teacher dispositions:
Before students can have any real inquiry experiences, teachers must first create a safe environment. This includes creating an emotionally secure learning environment for students to share their ideas and learn from each other. It also means setting clear classroom expectations and communicating them with students and their families. Once your classroom is set up as a safe place to learn, you’re ready to begin inquiry learning with your students. Here are some ideas to create a safe physical, social and emotional learning environment:
Strategy is an essential skill for inquiry teachers. You don’t have to be a tactician, mapping out a perfectly linear path to success with each class session—but you do need to know where you’re going and how you’ll get there. Consider the learning objectives, learning outcomes, your resources, and how they support one another in achieving that learning objectives. Be willing to shift course if necessary; avoid getting so wrapped up in your original plan that you can’t adapt when unexpected challenges arise. Here are some inquiry teaching strategies:
You can click the image to download a PDF file if interested.
感興趣的可以點擊圖片下載PDF檔案。
Murdoch, Kath. “The Art of Inquiry: 10 Practices for the Inquiry Teacher.” Kath Murdoch, 25 Nov. 2017, www.kathmurdoch.com.au/blog/2017/11/25/the-art-of-inquiry-10-practices-for-the-inquiry-teacher.
Behrenbruch, Marcia. Dancing in the Light: Essential Elements for an Inquiry Classroom. Sense Publishers, 2012.
@MYPChat et al. Twitter, 6-13 May. 2018
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