u07a2 - Stouffer

I have definitely learned about how adaptable inquiry-based learning is. I would say, more that anything however, that my previous understandings of inquiry-based learning have been more reinforced than anything. After teaching for a few years at an Expeditionary Learning School, I have dabbled in inquiry-based and project-based learning in several contexts already.

One new insight I have developed relates to rubric creation. In looking through the variety of rubrics posted by my peers on the discussion forum, I have come to understand that there are so many different options, varieties, and variations on the style of rubric that I traditionally use in my own classroom. I look forward to reading through the ones I have not gotten to yet to see what I can pull into current assessments in my room or adapt for other activities.

I can't say that anything has changed too much since last weekend's blog. Formative and summative assessments are not new concepts to me. The three sources we researched for our papers did not pose new information for me either.

I have actually already begun implementing inquiry-based instruction into my own classroom. The Charles Dickens unit I designed ended up finishing just in time for my students to begin their unit on A Christmas Carol. They were all very impressed that I had created a website (they're middle schoolers, so eventually they will figure out it isn't all that impressive). Since it was quite successful, I plan to work out how I can include additional, different inquiry-based learning activities in my classroom in the future. 

u06a1 - Stouffer

My thoughts about inquiry based learned have not developed drastically over the past week. If anything, they have just been reinforced. It has been amazing to have the opportunity to see what all of my EDIM classmates have come up with for their own inquiry-based learning unit plans and Google Sites. 

I have developed some new insights into Web 2.0 tools that I did not know existed. Some I want to find a way to implement immediately into my own classes where they may be compatible.  I consider this exchange of knowledge one of the most beneficial components of online graduate classes such as this. We, as teachers. are able to absorb so many new and different kinds of ideas to then turn around and implement in our classrooms!

As I stated in my last blog post, 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. The more examples I see from my classmates, the more concerned I am that I wouldn't be able to dabble with inquiry-based learning units too often in my classes. It is just too time consuming.