In inquiry, vision on February 24, 2013 at 1:06 am
As I am planning for the new inquiry unit I was looking over some of my older notes and thought of organizing them into a chart that some might find helpful. Sure, I could have used the fanciest web tools to make it look nicer but I guess simplicity is often underestimated. Or I am a bit lazy. Take your pick.
*Side note: This is my notebook. You can tell I prefer doodling to organized stuff. And drawing to blogging.
Back to my notes. One error that some teachers make is mistaking engaging activities for inquiry. How can it be? They use a hands-on approach, their lessons are interesting, they organize learning around a theme, and, yes, even emphasize “interdisciplinarity” – “Dinosaur” theme in Science, Math, Art and whatnot. Read the rest of this entry »
In activities, inquiry on February 22, 2013 at 11:47 pm
prov·o·ca·tion (prv-kshn) n.
1. The act of provoking or inciting.
2. Something that provokes.
Our brain needs it. To engage. To learn. To remember.
In an inquiry-centered environment learning provocations abound. They motivate, sustain, invite to future wonder.
The recipe? Confusion, strong reaction, interest. One or more.
What are some ways to put that into practice in a classroom?
Because they are worth a thousand words.
Use various strategies:
– I See / I Think / I Wonder
– Silent Conversation
– Musical Tables etc.
There are millions of photos available that can be used in inquiry on various concepts – poverty, conflict, power, gender, multiculturalism, pollution – basically anything and everything.
In education, school on February 19, 2013 at 11:51 am
If children’s learning is prescribed…there is little chance for them to actually stop and wonder. Is there?
Curricula, classrooms boxes, timetables.
Can curiosity really thrive in this environment we set up for children?