CristinaM.

Archive for April, 2014|Monthly archive page

Inquiry: To What End?

In activities, inquiry, thinking on April 27, 2014 at 9:16 pm

This was originally supposed to be a simple reply to Aviva Dunsiger’s blog post. I soon realized it would have been too short and thus I could have been easily misunderstood.
It all started with my question: “How do these projects enable deeper thinking?”, question that I asked after seeing her students’ work. Briefly the sequence of activities was the following:
1. Students brainstormed questions to guide their research on natural phenomena.
2. In groups of 2-3 they would write a poem using onomatopoeia and personification in the context of their natural phenomenon.
3. Last, they would create artwork that showed the natural phenomenon they researched about.
At first glance, this is an interesting and engaging chain of activities. Yet, to me, the over-arching question was missing. To what end? What was the understanding the teacher wanted the students to have? How does each of the three activities help build a central powerful idea about natural phenomena?
I realized then that we adhere to different instruction theories: project-based vs. concept-driven learning. On the surface, many can mistake one for the other, especially since both use inquiry as a vehicle to construct understanding. Read the rest of this entry »