Blog entries

Final reflection

Before this semester I had some experience using inquiry models for various projects. Now I can see that my understanding of these was superficial. As a result, the way I guided students did little justice to the types of learning inquiry can develop.

A plethora of models exist to help plan an inquiry unit. Whilst I've used some these in the past, I hadn't invested the time into understanding them. This resulted in a rigid process for my students to follow rather. I didn't allow them to define their own path. I saw my role as keeping the students on the track I was comfortable with.

The questions I've explored this semester have shown me that students will engage in a variety of activities through inquiry. This is one of the strengths of a student-driven pedagogy; it allows students to become agents of their learning. As they develop this capability, we (should) have less control over their journey. This is why I struggled with producing resources.

How can I provide guidance without being over-prescriptive?

This question is important for my products. It's also important for leading student inquiry. If we over-plan student inquiry, we risk prescribing their learning. It was thus important that I presented my toolkit as a guide, with resources to access when needed.

My other realisation was the significance of information literacy in student inquiry. Before this semester, my definition of information for an inquiry was limited to online or print sources. I now appreciate that information is anything that we make sense of using our senses and brain. This doesn't detract from the skillset required to find, use and evaluate information. It only adds to its complexities.

I've led students to gather first-hand data. We've discussed its validity, reliability and accuracy using the situated perspective. I've shown students how to evaluate second-hand information at a generic surface level. I've opened my eyes to the transformative and expressive windows.

I still see value in integrating learning areas. It allows teachers to work together. It helps students integrate knowledge to answer authentic questions. But we still must explore the situated window. To question power and bias, we need to understand how that information was created.