Inquiry Based Learning
Inquiry based learning is a personal and professional passion of mine. On this page, I will explore the term 'inquiry based learning', talk about the educational rewards associated with this type of educational philosophy, and present some amazing inquiry based provocations and invitations in the play-based classroom. These ideas are not my own, but rather a collection of ideas from other educators found online. I have cited where information was available.
What is Inquiry Based Learning?
In the purest form, inquiry is a questioning of the world around us. Our subsequent road to discover the answer to our question is what we consider to be inquiry based learning (IBL). It takes many, many forms; but one of the best (and simplest) visual representations that I have seen is the diagram to the right.
The most significant article that I have come across in recent years is from the Government of Ontario:
Capacity Building Series: Inquiry Based Learning
In this document, the authors outline inquiry based learning and how educators can promote this program in their classroom. If you read nothing else on my blog, I highly recommend that you read this! jonesytheteacher.net
“The loss of curiosity has profound implications for education. Science and math educators increasingly speak of the need for inquiry-based learning, that is, a “focus on student constructed learning as opposed to teacher-transmitted information. Ironically, student-initiated learning is exactly the way young children learn when allowed to play and engage in hands-on discovery”.
(Almon and Miller, 2011, pp.4).
Children are natural scientists. Their innate curiosity and inquisitiveness is driven by an intrinsic force to learn about the world around them and to make sense and meaning through investigation with what has been given them – their senses. “Through inquiry, children are engaged in activities that help them actively pose questions, investigate, solve problems, and draw conclusions about the world around them. Questioning is at the core of inquiry-based learning and drives the learning and teaching process. Through inquiry, children become researchers and do meaningful work, addressing questions that are interesting and relevant to them” (Full Day Kindergarten Program Guide, 2010, pp. 19).
“Inquiry- or problem-based approaches to instruction effectively foster an appreciation of the interconnectedness of learning. Successful learners enjoy inquiring, solving problems, and making connections both independently and with others. Engagement in such activities can help children develop an awareness of their own thinking and learning processes, self-regulation, and an appreciation that learning is both an individual and a social process. (pp.25).
The International Baccalaureate is an International Curriculum Framework from Pre-K to Grade 12 that has the notion of inquiry at its root. Implementing three programs (Primary Years Program. Middle Years Program and the Diploma Program) that revolve around inquiry through trans-disciplinary teaching. In all things that the Primary Years Program does, it strives to instil in students skills needed to be active and contributing members of a global society. We do not know what skills will be in demand for the next generation. Simply knowing facts, dates and data will not serve in a job market where adaptability, flexibility, research skills and interpersonal abilities are in higher demand (http://www.coursepark.com/blog/2011/01/top-10-skills-employers-are-looking-for/). The ability to be able to see the deeper meaning, the connections between themes, and the “Big Idea” go hand in hand with having the skill-set to find the answers to our questions and problems. Even with our youngest learners, we can ‘train’ them to become these creative and expressive individuals through inquiry based learning.
Drawing from Drayton and Falk (2001), “Focus on Inquiry” presents characteristics of a classroom that has committed to Inquiry Based Learning (IBL):
- Inquiry is in the form of authentic (real-life) problems within the context of the curriculum and/or community.
- The inquiry capitalises on student curiosity.
- Data and information are actively used, interpreted, refined, digested and discussed.
- Teachers, students and teacher-librarian collaborate.
- Community and society are connected with the inquiry.
- The teacher models the behaviours of inquirer.
- The teacher uses the language of inquiry on an ongoing basis.
- Students take ownership of their learning.
- The teacher facilitates the process of gathering and presenting information.
- The teacher and students use technology to advance inquiry.
- The teacher embraces inquiry as both content and pedagogy.
- The teacher and students interact more frequently and more actively than during traditional teaching.
- There is an identifiable time for inquiry-based learning.
To Ask or Not to Ask... that is the question!
In my research, I have come across various forms of provocations and invitations. Depending on the background of the educator creating them, there are sometimes questions accompanying the materials. Often, in a pure Reggio environment - there are not questions. In my professional opinion, I am quite alright with using both forms. Unless I was in a situation where I worked in a Reggio Emilia school, and children were used to provocations and invitations; I would not use 'unquestioned' provocations exclusively. I think it is important to have a mix of both. Sometimes, in the public school system, we DO have targets and expectations that need to be met, and leading children on the road to that specific discovery by posing a question, is not harmful. What we need to do in this case, is set up an openness about how the expectation is achieved. For example, the following provocation asks "How can you measure the flowers?". Here, we want to see if children understand the concept of measurement. Do we care if they use the ruler, shells or jewels to do it? Not really! We just want them to demonstrate their knowledge.
Sometimes, silent provocations can yield these same results, as students make their own discoveries and connections, however, some children may never make the connection we were aiming for.
Silent provocations are beautiful in their own way. They offer that creative, spiritual and emotional development children in Kindergarten need.
Susan Jennings http://media-cache-cd0.pinimg.com/originals/6f/68/fd/6f68fd0d4f7d62e231f89429d914e2f6.jpg
Examples of Invitations and Provocations
Some things to consider when setting up provocations and invitations in the classroom:
When you are arranging an activity,
think about how the activity looks.
- Does it make you want to play too?
- Would you be attracted to this activity?
- Can you see everything that is available?
- Do you have some idea of what you might do with this activity?
How can you use stones to build?
How can you use items found in nature to create art?
General Math Provocations
Take a look at the provocation below. Immediately, several Math expectations come to mind. Students, when left to investigate these provocations without being guided, will naturally be drawn to do things such as sort, measure, and weigh. Once they become comfortable manipulating the materials, they will begin to make connections with the different items. For example, they may take the foam numbers and match them with a dice, or count out the pom poms to match (this demonstrates 1:1 correspondence). They may arrange the wooden cylinders by height, sort the counters by size, etc. There are so many different things that can be achieved through provocations.
Taking time to observe children who are naturally curious in regards to the provocations offers opportunities for assessment through observation.
Taking time to observe children who are naturally curious in regards to the provocations offers opportunities for assessment through observation.
Building Provocation
Mixing Colours Provocations
Earth Provocation
Different Types of Trees Provocation
"Loose Parts"
Loose Parts” are materials that children can manipulate, move about, modify and have power over while in PLAY. This is a Reggio Emilia concept that can be brought into each and every Kindergarten classroom quite easily. As an Early Childhood Educator, we all know the power behind 'beautiful junk'.
Ideas for 'beautiful junk' or 'loose parts':
buttons, rocks (different sizes, shapes, colours), small glass pebbles, tiles, shells, pinecones, twigs, sticks, fallen leaves, feathers, string and twine in different thicknesses
Loose Parts” are materials that children can manipulate, move about, modify and have power over while in PLAY. This is a Reggio Emilia concept that can be brought into each and every Kindergarten classroom quite easily. As an Early Childhood Educator, we all know the power behind 'beautiful junk'.
Ideas for 'beautiful junk' or 'loose parts':
buttons, rocks (different sizes, shapes, colours), small glass pebbles, tiles, shells, pinecones, twigs, sticks, fallen leaves, feathers, string and twine in different thicknesses
Writing in the Inquiry Based Classroom
When writing becomes a specific curriculum expectation, it can be difficult to offer writing in an inquiry based way. We, as teachers, are tempted to assign arbitrary writing tasks for students to demonstrate their skills in writing - journals specifically come to mind. While journals and the like are not the enemy, if you really stop and think about how to pique the students' natural curiosity in writing, we must look to their interests.
In my research, I came across some great ideas for promoting writing through inquiry.
Journey Together: FDK
This entry outlines how the teachers used their children's natural interests to drive authentic writing as they naturally arose through different units.
My own research and classroom experience had yielded some interesting results by using popular culture to promote writing. Through observation and asking questions, I determined what my students were interested in - specific toys, television shows
and movies. Linking this with my own personal interest in writing in the Early Years, I determined to connect writing instruction and differentiation to authentic inquiry and student achievement. In essence, authentic inquiry begins with the learner and ends with academic expectations.
Another way to authentically drive literacy and writing is to create scenarios where children can respond through writing like thanking a friend, making a menu for snack, creating a book about different types of dogs, etc. One thing I did in my classroom was to observe my students interests and simply add pictures and words in the Writing Centre. This prompted a lot of spontaneous writing, in a variety of forms, in response to these visual provocations.
References
Almon, J. & Miller, E. (2011). The crisis in early education: A research-based case for more play and less pressure. Alliance for Childhood.
International Baccaluareate Organization (2007). Making The PYP Happen: A curriculum framework for international education. Retrieved from http://www.ibo.org
Saskatchewan Ministry of Education (2010). Kindergarten: 2010 Saskatchewan Curriculum. Retrieved from https://www.edonline.sk.ca/bbcswebdav/library/curricula/English/Kindergarten_K_2010.pdf
Top 10 Skills Employers Are Looking For . (n.d.). . Retrieved July 14, 2014, from http://www.coursepark.com/blog/2011/01/top-10-skills-employers-are-looking-for/
When writing becomes a specific curriculum expectation, it can be difficult to offer writing in an inquiry based way. We, as teachers, are tempted to assign arbitrary writing tasks for students to demonstrate their skills in writing - journals specifically come to mind. While journals and the like are not the enemy, if you really stop and think about how to pique the students' natural curiosity in writing, we must look to their interests.
In my research, I came across some great ideas for promoting writing through inquiry.
Journey Together: FDK
This entry outlines how the teachers used their children's natural interests to drive authentic writing as they naturally arose through different units.
- writing invitations to a royal tea after watching the Royal Wedding on television
- making posters after learning about honeybees
- writing an introduction for Flat Stanley before sending him off to another school
My own research and classroom experience had yielded some interesting results by using popular culture to promote writing. Through observation and asking questions, I determined what my students were interested in - specific toys, television shows
and movies. Linking this with my own personal interest in writing in the Early Years, I determined to connect writing instruction and differentiation to authentic inquiry and student achievement. In essence, authentic inquiry begins with the learner and ends with academic expectations.
Another way to authentically drive literacy and writing is to create scenarios where children can respond through writing like thanking a friend, making a menu for snack, creating a book about different types of dogs, etc. One thing I did in my classroom was to observe my students interests and simply add pictures and words in the Writing Centre. This prompted a lot of spontaneous writing, in a variety of forms, in response to these visual provocations.
References
Almon, J. & Miller, E. (2011). The crisis in early education: A research-based case for more play and less pressure. Alliance for Childhood.
International Baccaluareate Organization (2007). Making The PYP Happen: A curriculum framework for international education. Retrieved from http://www.ibo.org
Saskatchewan Ministry of Education (2010). Kindergarten: 2010 Saskatchewan Curriculum. Retrieved from https://www.edonline.sk.ca/bbcswebdav/library/curricula/English/Kindergarten_K_2010.pdf
Top 10 Skills Employers Are Looking For . (n.d.). . Retrieved July 14, 2014, from http://www.coursepark.com/blog/2011/01/top-10-skills-employers-are-looking-for/