What have you learned? What new insights have you developed? Has anything changed? How will you implement inquiry-based instruction into your classroom?
I have always been a teacher that consistently and constantly questions my students. I want to be a teacher that teaches my students HOW to think, not WHAT to think. This class has given me more tools and knowledge in order to do so effectively. I want my students to be critical thinkers and leave my class with the process skills needed to be successful for the rest of their lives.
The biggest thing I got out of this class is the differences between facts and concepts and taking those and developing non-investigable and investigable questions. I had no idea these existed prior to this course, but I am glad I learned what they were! I also am glad I learned how to teach my students to develop a non-investigatable question to an investigable one. This class hasn't changed me from a non-questioning teacher to a questioning one, but it has changed my skill level in questioning. I know much more now about questioning than I did before I took this class.
I am going to use more formative assessments to check for prior knowledge before a class. I am planning on using a pretest for my 9th Grade English class to assess what they know about literary devices. This will help me plan what to focus on for the short story units as well as the rest of the year. I am going to start developing activities and lessons that follow the 5E model. I find that this model is effective in teaching my students critical thinking skills. I have also learned how to use Google Docs more effectively for questioning as well as new tools like www.pollanywhere.com.
I leave this class with more tools in my teaching tool belt and I am grateful for my new understanding and knowledge regarding Inquiry-Based Learning.
Friday, August 7, 2015
Thursday, August 6, 2015
Sunday, August 2, 2015
Week 6 Reflection
Create a blog entry that describes how your thoughts about inquiry-based learning have developed over the past week. What new insights have you developed? Has anything changed? Are there any "burning questions" that you feel need to be answered?
This week, I don't think anything changed in my perspective, but my thoughts have most definitely expanded. They expanded by developing my own lesson based on the 5E's, and also exploring my peer's lessons. I received many useful tools that I can use in my own classroom. I learned about new Web 2.0 tools, and ways to use the tools that I may not have thought off before. I think one thing our profession does right is collaboration. Professionals sometimes do not want to share what they have developed. Teachers, I have found, are so willing to share their ideas. It really is something unique to our profession.
The 5E's was a great way to structure a lesson. I thought it was going to be more difficult, but I found as I was exploring this lesson style, I realized that I already do many of these. Some I do on a daily basis like a journal entry to engage students and some I mix in and out of my lessons. I can't wait to incorporate these more into my lessons.
When I started this Unit Plan, I had decided to fall back on my crutch and do a History Lesson. I am FAR more knowledgeable in this subject as I am in English. Last year was my first year teaching English. I decided not to do that and to challenge myself by doing an English lesson. I am glad I did because I am leaving this class with more tools to help me understand my own English curriculum better.
I do not have any burning questions, just looking forward to completing the rest of my unit plan!
This week, I don't think anything changed in my perspective, but my thoughts have most definitely expanded. They expanded by developing my own lesson based on the 5E's, and also exploring my peer's lessons. I received many useful tools that I can use in my own classroom. I learned about new Web 2.0 tools, and ways to use the tools that I may not have thought off before. I think one thing our profession does right is collaboration. Professionals sometimes do not want to share what they have developed. Teachers, I have found, are so willing to share their ideas. It really is something unique to our profession.
The 5E's was a great way to structure a lesson. I thought it was going to be more difficult, but I found as I was exploring this lesson style, I realized that I already do many of these. Some I do on a daily basis like a journal entry to engage students and some I mix in and out of my lessons. I can't wait to incorporate these more into my lessons.
When I started this Unit Plan, I had decided to fall back on my crutch and do a History Lesson. I am FAR more knowledgeable in this subject as I am in English. Last year was my first year teaching English. I decided not to do that and to challenge myself by doing an English lesson. I am glad I did because I am leaving this class with more tools to help me understand my own English curriculum better.
I do not have any burning questions, just looking forward to completing the rest of my unit plan!
Sunday, July 26, 2015
Week 5 Inquiry Based Learning Reflection
Create a blog entry that describes how your thoughts about inquiry-based learning have developed over the past few weeks. What new insights have you developed? Has anything changed? Are there any "burning questions" that you feel need to be answered?
I have to say I have grown a ton the past few weeks. I thought I had a handle on Inquiry-Based Learning. When I got to week 4, I realized I was wrong. Week 4 was probably the most frustrating and challenging weeks in this class, if not in the program so far. At first glance, the assignments seemed pretty easy. Identify concepts and facts. Seems simple! WRONG! Some of them were easier than others, but I was constantly second guessing myself and the more I thought about it, the more frustrating I got. I ended up going with my gut. As I started to read everyone's responses, I realized that it really did have to do with people's perspective and understanding of the content. What might be a fact to someone, might be a concept to other people. The grade level of the student might also be important. Once I got this, the unit was a little easier. Non-investigatable and investigatable questions still were a little confusing and I hard time with my English Unit at first. After a bit of thought, I just went with what I was thinking and it turned out I did just fine :) Prior to this unit, I had no clue that there were non-investigatable and investigatable questions. I am glad I know now and I plan to adjust my units at school. Inquiry based learning is a lot more complex then just asking quesitons.
Web 2.0 websites are not new to me. I thank the Web 2.0 class and the rest of this masters for that. I am toward the end of the degree and I am thankful for the experience I have had. I enjoyed seeing where the websites came into inquiry-based learning. There are a ton of valuable Web 2.0 websites that can be used by students in their investigations of questions. I enjoyed learning about new websites like 280slides.com and revisiting old favorites like prezi, slideshare, and animoto.
There really isn't any burning questions that I still have. I just look forward to discovering what is next in inquiry based learning.
I have to say I have grown a ton the past few weeks. I thought I had a handle on Inquiry-Based Learning. When I got to week 4, I realized I was wrong. Week 4 was probably the most frustrating and challenging weeks in this class, if not in the program so far. At first glance, the assignments seemed pretty easy. Identify concepts and facts. Seems simple! WRONG! Some of them were easier than others, but I was constantly second guessing myself and the more I thought about it, the more frustrating I got. I ended up going with my gut. As I started to read everyone's responses, I realized that it really did have to do with people's perspective and understanding of the content. What might be a fact to someone, might be a concept to other people. The grade level of the student might also be important. Once I got this, the unit was a little easier. Non-investigatable and investigatable questions still were a little confusing and I hard time with my English Unit at first. After a bit of thought, I just went with what I was thinking and it turned out I did just fine :) Prior to this unit, I had no clue that there were non-investigatable and investigatable questions. I am glad I know now and I plan to adjust my units at school. Inquiry based learning is a lot more complex then just asking quesitons.
Web 2.0 websites are not new to me. I thank the Web 2.0 class and the rest of this masters for that. I am toward the end of the degree and I am thankful for the experience I have had. I enjoyed seeing where the websites came into inquiry-based learning. There are a ton of valuable Web 2.0 websites that can be used by students in their investigations of questions. I enjoyed learning about new websites like 280slides.com and revisiting old favorites like prezi, slideshare, and animoto.
There really isn't any burning questions that I still have. I just look forward to discovering what is next in inquiry based learning.
Sunday, July 12, 2015
Week 3 Reflection Blog
What new insights have you developed? Has anything changed? Are there any "burning questions" that you feel need to be answered?
My thoughts of inquiry based learning has greatly developed over the past few weeks. My perspective is hard to put into words. After everything I have read the last few weeks, I think I deep down knew already but I didn't fully understand. I also discovered that sometimes, I feel that the structure of our school system sometimes doesn't support this type of learning. I would LOVE to do inquiry based learning more often. I noticed while writing the paper last week that SKILLS are needed for college and the work force, not necessarily content knowledge. I have talked to friends of mine that teach at the college level and one of the things that I hear from them are that the students entering college, just don't have the skills to be successful at their level. They don't know how to be responsible or communicate effectively. I feel like a failure as a high school teacher at that point. I know it isn't me necessarily but I understand that something in the public education system needs to be fixed.
Students need to develop important skills in high school, but the time needed to do more of it just isn't there. I tell my friends that I don't even get to teach much until October because of the amount of testing I need to do in September. Between SLO pre tests, CDT testing, AR Testing, and GRADE testing, my students are completely burned out and this testing goes on and off though out the school year. There are numerous disruptions that teachers have to deal with on a regular basis. (SURPRISE ASSEMBLY!!!). It is very difficult for me to plan for these lessons and when I need to get XYZ done before the final, it proves difficult. Even though it is difficult, I learned that I HAVE to attempt a few well thought out, inquiry based learning lessons for each unit and try to do the best that I can with it. I naturally include questioning through out my lessons, but I would love to do more lessons that are more student lead. Students have much more authentic learning when they are free to conduct their own investigations and figure out the answers themselves.
Reading the reports on the skills needed for this Century and watching the inquiry based lessons really opened my eyes to HOW important these skills are. I am going to do my best to incorporate longer inquiry based lessons into my units. I just wish I had more planning time and classroom time to do it more effectively. My burning question is how to incorporate more of inquiry based lessons without sacrificing curriculum.
My thoughts of inquiry based learning has greatly developed over the past few weeks. My perspective is hard to put into words. After everything I have read the last few weeks, I think I deep down knew already but I didn't fully understand. I also discovered that sometimes, I feel that the structure of our school system sometimes doesn't support this type of learning. I would LOVE to do inquiry based learning more often. I noticed while writing the paper last week that SKILLS are needed for college and the work force, not necessarily content knowledge. I have talked to friends of mine that teach at the college level and one of the things that I hear from them are that the students entering college, just don't have the skills to be successful at their level. They don't know how to be responsible or communicate effectively. I feel like a failure as a high school teacher at that point. I know it isn't me necessarily but I understand that something in the public education system needs to be fixed.
Students need to develop important skills in high school, but the time needed to do more of it just isn't there. I tell my friends that I don't even get to teach much until October because of the amount of testing I need to do in September. Between SLO pre tests, CDT testing, AR Testing, and GRADE testing, my students are completely burned out and this testing goes on and off though out the school year. There are numerous disruptions that teachers have to deal with on a regular basis. (SURPRISE ASSEMBLY!!!). It is very difficult for me to plan for these lessons and when I need to get XYZ done before the final, it proves difficult. Even though it is difficult, I learned that I HAVE to attempt a few well thought out, inquiry based learning lessons for each unit and try to do the best that I can with it. I naturally include questioning through out my lessons, but I would love to do more lessons that are more student lead. Students have much more authentic learning when they are free to conduct their own investigations and figure out the answers themselves.
Reading the reports on the skills needed for this Century and watching the inquiry based lessons really opened my eyes to HOW important these skills are. I am going to do my best to incorporate longer inquiry based lessons into my units. I just wish I had more planning time and classroom time to do it more effectively. My burning question is how to incorporate more of inquiry based lessons without sacrificing curriculum.
Friday, June 26, 2015
Intro to Inquiry Based Learning
Create a blog entry that describes how your thoughts about inquiry based learning have developed over the past week. What new insights have you developed? Has anything changed? Are there any "burning questions" that you feel need to be answered?
Prior to beginning this course, I assumed that 'Inquiry Based Learning' referred to learning based on questioning. I have learned over the past week that there is much more to inquiry based learning than just questioning. I have learned that is a process... it isn't simply questioning. It involved questioning, investigating, creating knowledge, discussion and reflection (CITES and GSLIS at the University of Illinois, 2010). Each part of inquiry based learning leads to the next step in the process. I have learned that ideally that the student should be at the center of the learning in an inquiry based classroom. I know that I have a hard time not just telling the students the answer, but in inquiry based learning, the teacher should step back and let the student come to their own conclusion. The teacher's role is to support and facilitate the steps in the inquiry process. I also like how dynamic the process is. I could give the same line of questioning to all 5 of my classes, and each class (or student) could come up with their own answer or perspective to the same question.
I also believe that students learn the best when they are given responsibility over their own learning. Having students in the driver seat of their own learning allows them not only to learn the targeted content, but learn important problem solving and critical thinking skills that they will need throughout life. Issues and problems come up all the time in life. Instead of these students looking for someone to just tell them the answer, they will be able to come up with solutions and answers for themselves. School isn't just about teaching content, it is also teaching fundamental life skills. May students these days will just ask what the correct answer is... it is our job as educators to not give in to this and challenge them to think for themselves.
I like how inquiry based learning acknowledges and supports the fact that there is on 'one-sized fits all' model for education. It also supports differentiating our instruction. What works for one class, might not work for another. And that difference is expected and welcomed. It is the teacher's job to create a structured environment for the student to be responsible for their own learning.
My perspective of inquiry based learning has expanded... not necessarily changed. I use questioning in my lessons all the time. This week has reaffirmed that I am on the right track. I would like to know how to get my students more independent and responsible for their own learning. I sometimes get frustrated (and they do too). I hear all the time "Why don't you just tell me what I need to know" or "Is this going to be on the test?". I want to get my 9th graders from just memorizing information to becoming critical thinking young adults. With some it is easy, but there are some that will always try to take the easy way out. I would like more tools in my tool belt to deal with these students.
Prior to beginning this course, I assumed that 'Inquiry Based Learning' referred to learning based on questioning. I have learned over the past week that there is much more to inquiry based learning than just questioning. I have learned that is a process... it isn't simply questioning. It involved questioning, investigating, creating knowledge, discussion and reflection (CITES and GSLIS at the University of Illinois, 2010). Each part of inquiry based learning leads to the next step in the process. I have learned that ideally that the student should be at the center of the learning in an inquiry based classroom. I know that I have a hard time not just telling the students the answer, but in inquiry based learning, the teacher should step back and let the student come to their own conclusion. The teacher's role is to support and facilitate the steps in the inquiry process. I also like how dynamic the process is. I could give the same line of questioning to all 5 of my classes, and each class (or student) could come up with their own answer or perspective to the same question.
I also believe that students learn the best when they are given responsibility over their own learning. Having students in the driver seat of their own learning allows them not only to learn the targeted content, but learn important problem solving and critical thinking skills that they will need throughout life. Issues and problems come up all the time in life. Instead of these students looking for someone to just tell them the answer, they will be able to come up with solutions and answers for themselves. School isn't just about teaching content, it is also teaching fundamental life skills. May students these days will just ask what the correct answer is... it is our job as educators to not give in to this and challenge them to think for themselves.
I like how inquiry based learning acknowledges and supports the fact that there is on 'one-sized fits all' model for education. It also supports differentiating our instruction. What works for one class, might not work for another. And that difference is expected and welcomed. It is the teacher's job to create a structured environment for the student to be responsible for their own learning.
My perspective of inquiry based learning has expanded... not necessarily changed. I use questioning in my lessons all the time. This week has reaffirmed that I am on the right track. I would like to know how to get my students more independent and responsible for their own learning. I sometimes get frustrated (and they do too). I hear all the time "Why don't you just tell me what I need to know" or "Is this going to be on the test?". I want to get my 9th graders from just memorizing information to becoming critical thinking young adults. With some it is easy, but there are some that will always try to take the easy way out. I would like more tools in my tool belt to deal with these students.
CITES and GSLIS at the University of Illinois. (2010, October
27). Inquiry Page. Retrieved June 23, 2015, from Inquiry Page: Learning
begins with questions: http://www.cii.illinois.edu/InquiryPage/index.html
Sunday, April 13, 2014
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