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.
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.
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