This resource is a podcast, (accompanied by the transcribed interview for those that would prefer to read it) that gives an overview of inquiry learning by Kath Murdoch. The interview does not go into great detail about the prerequisite skills students need to engage in the inquiry learning process. However, it does suggest that the role of the teacher is to help facilitate students’ development of ‘a toolkit of strategies’ in order to gain deeper knowledge and understanding. In true inquiry style, rather than giving all the answers, Kath Murdoch has posed some interesting questions about the skills we need to equip our students with in our 21st century classrooms in order to navigate their world.
Abstract Link only, subscription required to access full text. Inquiry learning, according to Kirschener, Sweller and Clark, is only effective with explicit, structured guidance, when students have prerequisite knowledge and prior structured experiences. This article discusses the human cognitive architecture and the implications of this on teaching and learning, especially in relation to inquiry or problem based learning. The role of both the long-term memory and working memory are explained in depth, when engaged in inquiry learning processes. The article explains that when there is minimal guidance for the learner, inquiry learning engages only the working memory, and therefore is not successful, as learning does not transfer to the long term memory. Within this paper is the idea that for successful learning to occur, the inquiry should be guided and include the use of scaffolds as well as process worksheets and direct instruction when necessary.
The need for knowledge. Article found on page 29. A shorter, simplified view in line with Kirschener, Sweller and Clark, this article from the International School Magazine highlights the fact that you can’t provide a three-dimensional stereoscopic image if you don’t first take the photo. The author of this article, Chris Benson, expresses a desire to ensure his students are critical thinkers, problem solvers and inquirers. However, he asks the question, “how can students construct new knowledge and understanding if there is no prior knowledge of the subject?” In line with this, he suggests that students need the direct instruction prior to engaging in inquiry learning, in order to ensure all of the class have adequate prior knowledge.
In this resource, the required skills in order to engage successfully in inquiry learning are tabulated across all key learning areas, or disciplines, of the Australian Curriculum. A number of different Inquiry models are referenced and explanations are provided. Themes were chosen from these inquiry pedagogy models and the Australian Curriculum documents were analysed within each descriptor and discipline. This resource is the master reel, giving a truly three-dimensional view of the skills required within each subject and stage, however it also highlights where teachers and curriculum planners may find discrepancies when looking at the curriculum from a stereoscopic, whole school view.
Abstract Link only, subscription required to access full text. This paper outlines an action research project on teaching students the necessary research skills to successfully engage in Inquiry Learning. The project was conducted at a United States school in an urban setting that was an International Baccalaureate Primary Years Programme Candidate School at the time. The paper offers theoretical context on constructivism, inquiry learning and direct instruction as well as background information on the school and the research project. This article, through the findings of the project, highlights the areas of need students encountered when engaging in a research inquiry unit, through reflection completed by both the teachers and students, giving an insight into the skills required to successfully engage in the inquiry process.
This blog post was chosen to be a part of my reel collection as it particularly resonated with me. The pool analogy not only used in this resource, but also shared with the author’s (Trevor Mackenzie) students, perfectly explains the inquiry learning process. If you dive straight in the deep end, without first learning to swim, the outcome is not going to be great for anyone. This resource breaks student inquiry into four clear categories, allowing teacher’s to gradually give more learning freedom to students as they develop the necessary inquiry skills through teacher guidance and scaffolding. More information on the author can be found here: http://trevormackenzie.com/
In this short clip, John Hattie says the effect size of Inquiry Based learning is low, and he initially seems to have some negative connotations towards inquiry learning. However, he goes on to explain that it is important to teach the content prior to engaging students in the inquiry process. This viewing reel is in alignment with other resources in my Inquiry View Master™ collection, highlighting the importance of students having a sufficient level of prior knowledge, understanding and vocabulary before they are able to pose questions and inquire further, either independently or through guided inquiry.
I chose to include this resource reel as it reiterates and references John Hattie’s sentiments and gives a short, succinct overview of the general ideas already focused on within my collection. It also acts as a reminder that there is a clear difference between knowledge and access to information, which does not give students the deeper understanding required to them start questioning. In short, this article highlights the fact that whilst students need not only learn and utilise research skills, it is imperative that they have a prior knowledge and understanding to build the foundations of their inquiry process.
Bonus Reel 1: This blog is not part of my collection of resources on my focus reel however I have included it here as a bonus reel because I plan to spend much more time exploring this blog. I thought others might like to as well. Abstract from blog: Kath Murdoch is an experienced teacher, author, university lecturer and popular consultant who has worked for many years in schools throughout Australia, New Zealand, Asia, America and Europe.
Again, this bonus reel does not relate to my own questioning developed through my inquiry, however it is a bonus reel, for when you want to get lost in a blog and discover new ideas through other educator's experiences. Leslie Maniotes, one of the authors of Guided Inquiry and Guided Inquiry Design started this blog and accompanying twitter account with the intention that each week someone different will 'take over' the blog and account and share their experiences on the use of the instructional design model called Guided Inquiry Design.