Discussion#2

What possibilities could inquiry-based learning have as an approach in your own school context?

        Inquiry-based learning has many possibilities. But, where to start? How do I begin?

At first, I was overwhelmed by this question.  I’ve pondered it for a good day or so now. I’ve even engaged in discussion with a like-minded colleague, who also feels that she has a basic sense of controlled and guided inquiry, but is not yet ready to dive beyond that.

It was while reading “Deep Learning through Concept-based Inquiry” that I had my ‘a-ha moment.’ In Donham’s examples of concept-based learning, I was able to visualize inquiry-based lessons with intermediate classes. I wasn’t however, able to initially relate these to primary classes. It was her statement: “conceptual understanding can be developed in young children; the examples and dimensions increase in complexity through the grades, but the concepts are not beyond the grasp of young children” (2010) that made me stop, think, and reflect on what I know and have seen when working with younger learners. When we build background knowledge and discuss life experiences with children, they are able to share and inquire, and engage more in the inquiry process (Erickson, 2014, module 2). This, combined with developing oral language, is what is standing out to me when thinking about planning inquiry lessons for primary students. These will be forefront in my mind when I'm ready to begin with the littles.

The diagrams depicting topic-based versus concept-based units of study (Donham, 2010) showed me how I can introduce inquiry-based learning with primary classes. For example, bear and penguin studies are common with my primary teachers. After an initial study planned by the classroom teacher*, I could introduce inquiry lessons around migration and hibernation. This seems like a realistic starting point, for both me and the classroom teachers that I anticipate working with.

At this stage I can see the following possibilities for inquiry-based learning opportunities:

• Hibernation and migration studies. Grade 1-3
• Local plants and animals. Grades 2-4 (this will be discussed in more depth in my assignment Learning Log #1)
• Refugees and immigration. Grades 5-7.  This topic is familiar, and in past years, I’ve taught these themes through literature circle style lessons, and through the Global Read Aloud.

As Stripling notes, “every inquiry learning experience should start with a challenging problem or question” (2008). Many of my students have difficulty answering broader style questions so I think it’s important to provide some more focused questions. Donham provides good examples for this related to migration/hibernation lessons. For example:

• How do animals know when to migrate/hibernate?
• How do they know where to go?
• Do animals follow the same routines or do things differently?

As I progress through the course I will also generate ideas to present to a gr 4/5 teacher, who is willing to collaborate with me on an inquiry project. This particular class has quite a few eager and inquisitive students, so I’m feeling hopeful that this will help guide me in the final project!

References:

Coatney, S. (2015). ESSENTIAL QUESTIONS AND ANSWERS for Implementing Inquiry. School Library Monthly, 31(5), 11–13.

Donham, J. (2010). Deep Learning: through Concept-based Inquiry. School Library Monthly, 27(1), 8–11.

Stripling, B. (2008). Inquiry: Inquiring Minds Want to Know. School Library Monthly, 25(1), 50–52

UBC. “Introduction to Inquiry.” Course module 2 in UBC LLED 469 online classroom, Winter 2021.

 Reply