U02A1 Stouffer

I created this image using https://ipiccy.com/ and I think it turned out well! I would use this image in my 7th grade English classroom as a creative writing prompt. Students would be able to practice the concepts, techniques, and skills that we have learned this year about narrative writing. I think students would be especially engaged by this prompt as it allows them to incorporate two of their teachers (Ms. Stouffer and Ms. Steele) in a fictional manner.

u01a1 - Stouffer

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. 

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.

u01a1 - Stouffer

Over the past week, my thoughts about inquiry-based learning have shifted here and there. In some ways my thoughts have been reassured as well. To begin, I want to highlight something Heather Wolpert-Gawron stated in her article “What the Heck is Inquiry-Based Learning”, “one of the reasons why the whole world seems to be losing its mind over the Broadway production of Hamilton is because it presents a fresh take on a story we’ve all heard before. The power of learning something new is undeniable. You have to bring that love of “whaaa?!” into your own classroom. You have to model your own curiosity quotient. Our curiosity quotient is a hunger to learn that defines how we advance our knowledge of the world”. I feel as though this is the perfect analogy to summarize my understanding of inquiry-based learning.

In looking at the Key Components of Inquiry-Based Learning in Topic D, I can see that my students are more than suited for trying out the full process of IBL. Our classroom environment is never a free-for-all, even during unstructured learning times. My students are accustomed to changing gears in terms of what we are learning and how we are learning, so I believe they are prepared to face the environmental change that would come along with IBL. I am fairly sure that all of my students feel safe in my classroom and feel that their opinion is valued; we spend a lot of time discussing writing prompts and debating, so they need to feel comfortable and valued before they will fully participate. Finally, I feel as though my students feel as though they are equal members in our “community” of a classroom. They often help to develop the way they will be graded on certain assignments and activities.

One thing that has changed for me is that I’ve realized that I have already been doing several components of the Inquiry-Based Learning process, but I am not doing it 100% correctly. I am limiting students’ choices in the topics or areas they are allowed to explore. I am also not always having my students reflect at the end of certain learning cycles; I find that my curriculum is too packed and I do not have enough time to always facilitate that reflection step. This leads me to the questions that popped in my head over the course of the week.

One question I have after reading the Four Steps of Inquiry-Based Learning in the “What the Heck is Inquiry-Based Learning” article by Heather Wolpert-Gawron is how do I contain students’ questions into my curriculum without squashing their curiosity? Furthermore, if students are directing their own learning, and each student is learning about something different, how do I ensure that all students receive content and instruction in each aspect of my required curriculum? How do I make sure they perform well on the PSSAs (Pennsylvania State Standardized Assessments)? Because as much as I loathe the tests, they are ever-integral to my responsibilities as a teacher according to my district.

Sources:

Wolpert-Gawron, H. (2016, August 11). What the Heck is Inquiry-Based Learning? Retrieved from https://www.edutopia.org/blog/what-heck-inquiry-based-learning-heather-wolpert-gawron