EDP373 Collaborate 4 - Inquiry Learning_recording

Introduction

The session begins with an acknowledgment of country, highlighting Curtin University's respect for the traditional custodians and elders of Australia, particularly the Whadjuk people of the Noongar nation. This acknowledgment not only recognizes the historical significance of the land but also sets a tone of respect and connection to the rich cultural history and ongoing traditions of the First Nations people.

Engagement and Discussion Boards

The speaker emphasizes the importance of discussion boards as vital platforms for students to engage with each other. These boards serve as spaces for students to ask questions, share insights, and seek clarification, particularly as they progress towards their upcoming assessments. The need for clarity and guidance in accessing scattered information is acknowledged, as each student possesses unique learning preferences. Facilitating a collaborative environment allows for diverse perspectives to be shared, enriching the overall learning experience.

Inquiry Learning Overview

Definition:

Inquiry learning is characterized as an active, student-centered approach to education that is guided by questions. It emphasizes curiosity and exploration as central elements to the learning process.

Student Choice:

This method provides students the opportunity to select topics of interest, thereby promoting engagement through self-directed exploration and research. This fosters a sense of ownership over their educational journey and motivates students to delve deeply into subjects that resonate with them personally.

Teaching Approach:

The shift from traditional didactic methods to more constructivist approaches is noted. This transition advocates for a teaching style that encourages students to be active participants in their learning rather than passive recipients of information, fostering critical thinking and problem-solving skills.

Constructivist vs. Traditional Teaching

In traditional classrooms, teaching is often teacher-centered, where knowledge is predominantly transmitted through lectures—often referred to as "chalk and talk"—and students are expected to regurgitate information on assessments or exams. This lecture-based method is seen as limited in its ability to foster critical thinking or real-world application of knowledge.In contrast, constructivist classrooms prioritize student engagement, active participation, and collaborative learning. Students are encouraged to take ownership of their learning journeys, engage in inquiry, and participate in problem-solving activities. This method values questions over answers and encourages students to think deeply and critically.

Models of Inquiry Learning

The session discusses various models of inquiry learning that instructors may implement to enhance student engagement and learning outcomes. Such models include:

Kath Murdoch's Model:

This model emphasizes structured inquiry processes, encouraging teachers to plan engaging lessons that allow for exploration and discovery.

5E Model:

Employed frequently in science education, this model outlines five essential stages—Engagement, Exploration, Explanation, Elaboration, and Evaluation—where students engage with new concepts through hands-on activities and collaborative discussion.

Inquiry Taxonomy and Skills Development

Broom's Taxonomy:

This taxonomy classifies various levels of student engagement and learning outcomes. It aims to promote higher-order thinking skills such as creating, evaluating, analyzing, and applying knowledge.Emphasized skills include questioning, researching, analyzing, evaluating, and reflecting. These skills are crucial for students to effectively navigate inquiry projects and develop a deeper understanding of the material.

Role of the Teacher and Learner in Inquiry

Teacher's Role:

Teachers function as facilitators and organizers of knowledge, guiding students through inquiry processes while being responsive to their needs. This requires adaptability and a willingness to modify lessons based on student feedback and interests.

Learner's Role:

Students become active participants in their own learning, seeking knowledge to share with peers and fostering a collaborative learning environment. This level of engagement promotes accountability and depth of understanding.

Addressing Skills in Inquiry Learning

Teaching inquiry skills explicitly equips students with the tools necessary to engage effectively in research and questioning. The speaker emphasizes the importance of progressing these skills, cultivating a strong foundation during middle primary grades to support deeper inquiries as students advance and encounter more complex topics.

Questioning Techniques:

Students are taught to construct open-ended questions that invite detailed responses rather than simplistic yes/no answers, enhancing critical thinking and dialogue.

Benefits and Challenges of Inquiry Learning

Benefits:

Inquiry learning engages students through meaningful, relevant activities that help them retain knowledge and develop critical thinking skills. By connecting learning to real-world contexts, students are more likely to understand and appreciate the value of what they are learning.

Challenges:

Teachers face the challenge of managing classroom dynamics in inquiry learning environments, as students may require individual support or may struggle with engagement levels. Balancing guidance while encouraging independence is crucial.

Conclusion

The session concludes with a strong call to action for students to apply these concepts in their assessments. The importance of linking inquiry learning to real-world contexts and fostering collaboration among peers is heavily reinforced. Participants are encouraged to maintain an ongoing dialogue with instructors and each other, seeking clarification or support as needed, to facilitate a rich, engaging learning environment.