Totally agree with schools and catchy titles being limiting! I have seen so many schools spend hours on a cute topic title or phrase, yet the unit has been "forced" to fit.
Making explicit links for students is a vital part of the inquiry process. The transfer of big ideas and concepts needs to be shown to our students.
This reading made a lot of sense as I think a lot of this we do when we plan a unit. What I would like to think about more is the last point she made about stopping and reflecting at times that important in the learning /teaching and not just as a reflection at the end of a unit.
I agree KC. I think it made a lot of sense. In particular the points about children's wonderings, passions and interests and the importance to tap into these so they are learning for meaning. I also really liked the questions posed and the importance of asking and encouraging questioning throughout the Inquiry. I loved the question, "How come when you bend over your eyes don't fall out?" What a fantastic question. This is a question about the world that we live in and it is so important that we encourage children to explore their own questions, otherwise we are squashing their passions and interests- how sad! Thanks Ngaire and Tracey- a great reading- love it!
I really enjoyed this reading. I kept thinking "Yes" as I made my way through it. I totally agree that prescribed topics kill any natural wondering the children have. These topics merely tick off the boxes given by the 'powers that be' and really fall short of being at the centre of what really spins the children's wheels. So often we take over and tell the children what we think they need to know rather than letting them lead their learning. The thoughts in this reading fit so beautifully into the Reggio Inspired teaching approach where children's passions and interests are the starting point for projects. Children are listened to and their thoughts and interests nurtured. I would be really interested to see Inquiry integrated across the curriculum more and time allowed to engage in conversations as they come about throughout the day instead of just timetabling them for Inquiry.
A great reading to further my knowledge of Inquiry Learning!
I really liked the two points at the end especially. Making thinking explicit and Press the Pause Button. These both require time in your programme which is the hardest thing to let go of and realise that these experiences and discussions are rich learning experiences for our students. Both enable our students to be able to better express their thinking and learning and draw their attention to these skills rather than the learning of factual knowledge which now days any one can just google!
As an avid reader I really enjoyed reading through this handout. I have been to a Kath Murdoch course and I know that our inquiry model is based on her work...it was a great reminder for me on the purpose of inquiry and the things I have been missing out or not focussing on as I should have been. I think our inquiry model and planning sheet encompasses all of the points mentioned but it is not easy to embed them all at once. If James were here (he's not dead I know) he would say about taking small bites from the elephant, which is true in this case. I think we have done well with it so far as a school but it is a great time to make a few adaptations to our model and planning sheet and move forward with it.
Two points that stood out for me were: 1) Thinking should be consciously planned for, into every unit. 2) The thinking tools used must extend or support student thinking, not restrict it. It's easy to stick with our favourite thinking tools, but reading that point has challenged me to extend my repertoire!
Totally agree with schools and catchy titles being limiting! I have seen so many schools spend hours on a cute topic title or phrase, yet the unit has been "forced" to fit.
ReplyDeleteMaking explicit links for students is a vital part of the inquiry process. The transfer of big ideas and concepts needs to be shown to our students.
This reading made a lot of sense as I think a lot of this we do when we plan a unit. What I would like to think about more is the last point she made about stopping and reflecting at times that important in the learning /teaching and not just as a reflection at the end of a unit.
ReplyDeleteI agree KC. I think it made a lot of sense. In particular the points about children's wonderings, passions and interests and the importance to tap into these so they are learning for meaning.
DeleteI also really liked the questions posed and the importance of asking and encouraging questioning throughout the Inquiry.
I loved the question, "How come when you bend over your eyes don't fall out?" What a fantastic question. This is a question about the world that we live in and it is so important that we encourage children to explore their own questions, otherwise we are squashing their passions and interests- how sad!
Thanks Ngaire and Tracey- a great reading- love it!
I really enjoyed this reading. I kept thinking "Yes" as I made my way through it. I totally agree that prescribed topics kill any natural wondering the children have. These topics merely tick off the boxes given by the 'powers that be' and really fall short of being at the centre of what really spins the children's wheels. So often we take over and tell the children what we think they need to know rather than letting them lead their learning. The thoughts in this reading fit so beautifully into the Reggio Inspired teaching approach where children's passions and interests are the starting point for projects. Children are listened to and their thoughts and interests nurtured. I would be really interested to see Inquiry integrated across the curriculum more and time allowed to engage in conversations as they come about throughout the day instead of just timetabling them for Inquiry.
ReplyDeleteA great reading to further my knowledge of Inquiry Learning!
ReplyDeleteI really liked the two points at the end especially. Making thinking explicit and Press the Pause Button. These both require time in your programme which is the hardest thing to let go of and realise that these experiences and discussions are rich learning experiences for our students. Both enable our students to be able to better express their thinking and learning and draw their attention to these skills rather than the learning of factual knowledge which now days any one can just google!
As an avid reader I really enjoyed reading through this handout. I have been to a Kath Murdoch course and I know that our inquiry model is based on her work...it was a great reminder for me on the purpose of inquiry and the things I have been missing out or not focussing on as I should have been. I think our inquiry model and planning sheet encompasses all of the points mentioned but it is not easy to embed them all at once. If James were here (he's not dead I know) he would say about taking small bites from the elephant, which is true in this case. I think we have done well with it so far as a school but it is a great time to make a few adaptations to our model and planning sheet and move forward with it.
ReplyDeleteTwo points that stood out for me were:
ReplyDelete1) Thinking should be consciously planned for, into every unit.
2) The thinking tools used must extend or support student thinking, not restrict it.
It's easy to stick with our favourite thinking tools, but reading that point has challenged me to extend my repertoire!