Hi! My name is Joseph Rufolo III and I am a Sophomore English Secondary Education major. Recently, I have been researching inquiry and problem based education within English literature and language classrooms. As I am studying to become an English teacher after I graduate, I was intrigued to research how students can lead discussions and take initiative within the classroom. I feel that this is a necessary method of teaching within contemporary classrooms as it inspires students to analyze problems and solutions within their studies through classroom discussions, without direct assistance from their educator.
Inquiry and problem based learning is a method of classroom teaching which prioritizes the students through active discussion and critical thinking. Inquiry based learning or IBL motivates students to inquire, and seek information on their own through student-centered learning and curiosity. In addition, problem based learning or PBL motivates students to find active solutions to real-world problems within direct assistance from their educator. Essentially IBL and PBL inspire students to learn from one another, and on their own through an assortment of methods.
The article explains IBL strategies used in ENG 105 and 101 classes taught at LWIS-CiS, DT (Alamandines 1). Mira Alamandines illustrates how classroom discussions and complex projects given to the students within the classroom provide a more well-rounded, student centered education system which scientifically benefits the students. Alamandines argues that within her studies, "Students would collaborate to create new knowledge while learning simultaneously how to “think critically and creatively through inquiry, reflection, exploration, experimentation, and trier and error” (Almandines 3). In essence, IBL programs within the classroom allow students to gain insight into thinking critically and creatively through discussions and projects, which allow students to better understand meaning and purpose--within what is being taught within the classroom. She also states the following: "They not only learn how to learn but also how they can affect the world around them" (Almandines 3), which eludes to her main argument that IBL programs allow students to gain a larger context to their studies outside of the classroom.
In terms of how I will apply these methods to my own classroom, I feel that creating discussions and complex projects that challenge my students to take what they have learned and apply it to the world around them can truly create a beneficial education experience. As opposed to assigning more exams, I feel that creating more projects for my students will be much more beneficial in making sure that they are retaining the information, as opposed to just learning it to pass my class. I want my students to take what they have learned and apply it to their lives. I feel that just assigning "busy work" will do nothing to actually benefit my students, as seen within Alamandine's study. IBL programs will actively shape my classroom, and benefit my students for the rest of their lives.
Nabhan's article illustrates how peer and student self assessment and class blogs allow for motivation among students, in which the class actively encourages each other to perform their best. Nabhan argues that peer and student self assessment "can be informal through observations, questioning, group work, and think-pair-share." (Nabhan). In essence, group work and assignments that are collaborative encourage students to motivate each other to provide their best work. In essence, IBL programs that encourage collaborative activity can actively benefit all students because they ensure students to be actively motivated. Nabhan also argues that class blogs which include the following: "the students will post links and add remarks to assist each other improve the essay genre organization, content, conventions, voice, word choice, and sentence fluency." (Nabhan). Furthermore, these blogs encourage students to learn--and have fun while doing so. These blogs help students with learning grammar and sentence organization, all while being class-wide so students can still provide collaboration and motivation for each other.
Providing my future students with collaborative work and classroom blogs are both amazing methods for encouraging my students to learn--and have fun while doing so. I was always a fan of doing group work within my classes in both high school and TCNJ, as long as everyone is motivating each other to provide their best work. If I can encourage my students to do collaborative work in a manner where each student can encourage each other to provide their best work, I feel that it will be very beneficial for my students to really retain the information that they are being taught. Additionally, the classroom blogs are also a very good idea for encouraging students to better their writing skills--while also having fun at the same time. While I have never really done a classroom blog before, I could definitely look more into it and see if it will be something to acclimate into my curriculum.
Brown argues in his article that web pages and student collaboration in the classroom is not only a great way for student motivation, but for students to actively improve their writing skills. At the Hasan Leadership and Preparatory School, Brown argues that web Pages and student collaboration within the classroom allow students to improve their writing as a result of their engagement and improved motivation. She states that "When writing, they asked each other how to spell words and how to express their thoughts. They read drafts to one another" (Brown 46). In essence, students are able to actively improve their writing skills as a result of student engagement and peer motivation. She also includes facts on how web design within the classroom allowed students to actively improve their technological skills as well.
Providing my future students with student collaboration and classroom web design opportunities are beneficial methods for encouraging my students to learn without direct information from their educator. As I previously discussed, collaboration within the classroom is very important for students to learn from one another when implementing IBL programs. Web pages are also a creative way for my future students to learn through technology, and become collaborative with their peers.
Holden and Schmit argue that Socratic Seminars and constructivist classrooms are the most beneficial methods of IBL programs. Constructivist classrooms are defined within the following quote: "Inside constructivist classrooms, one will observe teachers attempting to connect learning to the world outside the classroom, assessing through observations of students at work and through student exhibitions and portfolios, seeking students' points of view and listening to them." (Holden and Schmit 22). Essentially, these types of programs allow students to learn valuable lessons that they will use for the rest of their lives. Holden and Smith argue that giving students a chance to plan and lead seminars are crucial to developing a constructivist classroom.
I am very passionate about constructivist classrooms, as I aspire to one day inspire my students to learn valuable life lessons that they will use for the rest of their lives through works of literature. Constructivist classrooms are the format for how I would like to envision my future classrooms, as I inspire to teach students life lessons through work of literature. Connecting books and works of literature to lessons outside the classroom is something that inspired me to become and English secondary education major in the first place, so I wish to establish a constructivist classroom once I graduate and become an English teacher.
Ghaemi and Mirassed argue in their article that critical thinking questions and complex understanding and analysis, are primary examples of IBL and PBL which should be established within classrooms. The two define critical thinking as "Skilled and active interpretation and evaluation of observations and communications, information and argumentation is sometimes synonymous with higher order thinking skills." (Ghaemi and Miraseed 90). In essence, the two authors argue that critical thinking questions within classrooms allow students to broader their horizons to lessons not necessarily taught inside the classroom. They additionally state that "In Inquiry-based learning approaches, students do not just learn by gathering knowledge, but through making an understanding of the concepts they face." (91). Furthermore, students are able to use critical thinking skills from IBL and PBL to actively broader their horizons and widen their thinking to outside concepts and ideas.
Critical thinking questions and complex understanding lessons taught in classrooms are elements that I wish to incorporate into my own classroom one day. I feel that it is very important for students to broaden their horizons to lessons not only taught inside the classroom, but what they analyze and conspire within the lessons--to then be applied to their everyday lives. Critical thinking skills are very important for students as they can demonstrate an understanding outside the lessons that are taught in class. Essentially, these elements can actively benefit students as they can learn valuable skills from critical thinking questions which are not necessarily taught in class.
Further Video Resources:
Sources
Brown, Heather. “Walking into the Unknown: Inquiry-Based Learning Transforms the English Classroom.” The English Journal, vol. 94, no. 2, 2004, pp. 43–48,
https://doi.org/10.2307/4128772. Accessed 2 May 2022. https://www.jstor.org/stable/4128772?seq=1
Ghaemi, Farid. and Miraseed, Ghazi Javad Seyed. "The Impact of Inquiry-Based Learning Approach on Critical Thinking Skill of EFL Students" EFL Journal.
Holden, James. and Schmit. S John. "Inquiry and the Literary Text Constructing Discussions in the English Classroom: Classroom Practices in Teaching English."
National Council of Teachers of English, Urbana. IL. Volume 32, 2002. https://eric.ed.gov/?id=ED471390
Mira M. Alameddine, Hala W. Ahwal, Inquiry Based Teaching in Literature Classrooms, Procedia - Social and Behavioral Sciences, Volume 232, 2016, Pages 332
337, https://www.scirp.org/journal/paperinformation.aspx?paperid=75505
Nabhan, Joseph. Rabih. "Integration of Inquiry-Based Learning and Ongoing Assessment to Develop English Essay Writing in Upper Intermediate Level"
Open Journal of Modern Linguistics, Vol.7 No.2, 2017