u05a1 - Stouffer

Over the past two weeks, I have developed one major insight into Inquiry-Based Learning. This insight is the inclusion and integration of Web 2.0 tools. It is extremely helpful to know that student can grapple with inquiry without needed to have a science-class style class to work though. Web 2.0 tools can provide the vehicle necessary for the inquiry process to occur with any student. On that note, there are Web 2.0 tools that can accommodate students at every possible level, opening the inquiry-based learning process to any grade-level student.

One thing that has changed for me, is that it is now more and more evident that I can include the inquiry-based learning process for my English classes without feeling like I am not completely fulfilling the tenants of the inquiry-based learning process. This style of learning can be implemented in virtually any content-area classroom. Prior to now, I was under the false impression that inquiry-based learning was solely for science-based classes.

One "burning question" that still remains to be answered for me is how I can seamlessly integrate this into my current curriculum. At the moment, my 7th grade ELA curriculum is already overloaded; it is nearly impossible for me to cover all of the material that I am required to have students master by the end of the year. The inquiry-based learning process, though it sounds incredibly effective and engaging, seems as though it would require more time to implement effectively. 

u03a1 - Stouffer

Over the past few weeks, several of my initial beliefs about inquiry-based learning have been confirmed. The most notable change has been my understanding of what qualifies as student-led, teacher-led, and student/teacher-led learning. Initially, for inquiry-based learning, I assumed that the vast majority of the lesson needed to be student-led (little to no teacher interaction/interference). From the example lessons we have been watching, it seems as though I was somewhat wrong. Inquiry-based learning can be employed in a classroom successfully even with teacher engagement. I think the crucial difference is that, in inquiry-based learning, the teacher becomes more of a guide rather than a teacher. It is still inquiry-based learning even if the teacher is asking guiding questions or helping to frame the inquiry the students are going to be experiencing. In retrospect, I believe I may have been thinking of inquiry-based learning more as grappling with no context nor scaffolding.

Overall, my intrigue of inquiry-based learning has not changed in the slightest. If anything, I feel as though I may be more understanding of it and willing to include it in my weekly lessons, as I’ve now found the teacher can have some say in the structure/content/flow of the lesson itself. Before, it seemed less feasible to implement in my own classroom, as I have a very tight curriculum to cover in a very brief amount of time.

I suppose the only “burning question” that I have yet is the question of how to precisely implement this into my classroom. We have had the opportunity to see and read about classes in action with inquiry-based learning, but none of the examples have tackled the kind of content that I am responsible for teaching. I find it hard to fathom how I might use inquiry-based learning to teach my fairly dry grammar concepts. They do not exactly inspire or incite many burning questions in my students, as it is a fairly cut and dry process.