Prior to this inquiry experience I viewed a traditional research project as inquiry. Teacher gives assignment, student locates sources, reads information and regurgitates what has been "learned" in a final paper or poster. Although I knew that this was not the best way to investigate a topic, explore sources or gain knowledge, it is the accepted, convenient, easy standard fulfilling method of teaching. Personally, it is easy for me to develop inquiry rich learning experiences for younger children, 0-6 year olds. It drives me crazy that kindergarten and first graders sit at desks, fill out worksheets and take tests on the first day of school! What happened to centers? Circle time? Art? Young children learn through hands-on learning and interactions. However, as students progress through school those "center" learning environments are more difficult to produce. Nevertheless, their critical and creative thinking value is immeasurable. Unfortunately, the experiential learning opportunities are minimally present in kindergarten, making it nearly impossible to incorporate them into high grade levels.
This project has taught me to alter my thinking to find new ways to make information inquiry learning experiences possible. The models offer invaluable ideas and guidelines to help form lessons, units and projects that will expand student's learning environment and intellectual thinking. Kuhlthau (1997) writes that, "When the learner is placed at the center, the goal of information seeking is not longer merely getting the relevant information but getting information that leads to a new understanding in the process of learning." This is the type of learning experience I want for myself and for those I am teaching/helping in the library. And there are already so many materials on the Internet--WebQuests, lesson plans and technology tools-- that can help support the development of inquiry lessons. Creating inquiry rich learning experiences should not be a long-term goal that may be attained if there is time. Inquiry should be at the forefront of learning with all other components (tests, worksheets, textbooks) made to fit within its perimeters, not the other way around.
I started teaching 35 years ago when the teacher was "the keeper of the knowledge" and spoon fed it to the students. With inquiry-based learning that role has changed. The teacher is now a facilitator and partner with the students. Teachers need staff development and a lot of handholding! I really enjoyed your blog.
ReplyDeleteThanks Barb :) It is very hard to alter your way of teaching. I think there are many great teachers out there that would love to do more inquiry based learning but feel constrained by the push to meet standards. There is too much pressure to teach towards the test that makes it so difficult to find time for creative assignments that may take more time. I just wish that the people that made these achievement guidelines had actually ever stepped into a classroom and understood how children learn. Looks great on paper, but the reality of teaching a 6, 10, 15 or 17 year old is much different.
ReplyDelete