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Inquiry as a Stance on Curriculum: Moving from Projects to Inquiry Kathy G. Short University of Arizona Tucson, Arizona, USA Burlington, Wisconsin, 2010.

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Presentation on theme: "Inquiry as a Stance on Curriculum: Moving from Projects to Inquiry Kathy G. Short University of Arizona Tucson, Arizona, USA Burlington, Wisconsin, 2010."— Presentation transcript:

1 Inquiry as a Stance on Curriculum: Moving from Projects to Inquiry Kathy G. Short University of Arizona Tucson, Arizona, USA Burlington, Wisconsin, 2010

2 INQUIRY AS STANCE Stance of uncertainty and invitation A reaching stance – go beyond information to seek an explanation Stance of going beyond yourself and your current understandings Stance of being off balance Definition: Inquiry is a collaborative process of connecting to and reaching beyond current understandings to explore tensions significant to the learner

3 Inquiry is natural to how we learn in places of wonder and discovery Inquiry is natural to how we learn Inquiry is based in making connections to our own life experiences Inquiry is conceptually-based, not topic-driven. Inquiry involves both problem-posing and problem-solving Inquiry is collaborative and invites learners into communities of practice Inquiry as a Pedagogical Philosophy

4 Creating a learning environment that encourages inquiry as a stance Wonder Center and Wonder of the Week Inquiry Wall and Inquiry Talks or Inquiry Journals Observation and Wonder Journals Discovery Table Observation Window Georgia Heard, A Place for Wonder, and Karen Gallas, Science Talks

5 Inquiry Personal inquiry Children as problem-posers and problem-solvers Collaborative inquiry Teacher and child collaborate on problem-posing. Child as problem-solver. Guided Inquiry Teacher as problem-poser, child as problem-solver.

6 Inquiry Cycle

7 Connections Focus on BIG IDEA and not topic Why do this unit? What is the biggest idea behind our central idea? Where is this big idea already present and significant in childrens lives? What are engagements that support our students in exploring this idea in their lives to develop conceptual understanding? Read alouds, observation, survey, interview, time lines, artifacts to bring related to the idea, sketches, flowcharts, etc. Voice, trust, listen, story

8 Invitations to go beyond current perspectives, experiences, knowledge Guided inquiry into 2-3 main lines of inquiry Be selective – goal is not coverage but expanding knowledge to build understanding and raise tension Engage kids actively in exploration – exploration centers, text sets, book & toy sets Start closest to kids Choose key pieces of fiction Planning to plan – plan emerges in negotiation with students Time, choice, observation, conversation

9 Tension An issue/question/interest that is compelling to the student Based in the central idea andbig idea Need ways to gather tensions throughout invitations – charts, journals, logs, teacher records Problem-posing risk, edge, selection

10 Investigations student-driven focused inquiry into a tension Decide on grouping – whole class, small group, partner, individual Create a plan – Why are we interested in this question/focus? What are the related questions? What will we do to pursue our question? What do we need? How will we get the resources? Research sets and primary sources Tools for research Disciplines – ways of researching and tools Collaborate, dialogue, inquire

11 Demonstrations teaching based on student needs Demonstration versus modeling – what you might do versus what you must do Content Process – tools and skills Process of research relevance, tools, strategies

12 Re-Vision Reflecting and making sense of learning Focus on what is different or challenges current beliefs Time to reflect and think about what meanings students are making from their inquiries Brief – sort out moments of significance Learning logs, class meetings, exit slips, written conversation, think/pair/share Search for unity, attend to difference

13 Representations going public with current understandings Pull current understandings from investigations together to go public Go public through sharing webs, charts, mural, skits, reports, etc. Can be formal or informal What is so important that we want to share these ideas with everyone? How can we share? Transformation, presentation

14 Valuation What is of value for me as a learner from this inquiry ? Summative evaluation is of central idea Content and Process Portfolio, reflections, class discussions, sketch to stretch, webs, informal assessments, presentations, etc. reflexivity, clarify values reflexivity, clarify values

15 Action - So What? What difference does this inquiry make in my life? How does it reposition me in how I think and act? What are my new questions? Reposition, take action, new questions

16 Connect/Extend/Challenge ConnectExtendChallenge How are the ideas CONNECTED to what you already know? What new ideas did you get that EXTENDED or pushed your thinking in new directions ? What is still CHALLENGING or confusing for you to get your mind around? What questions or tensions do you now have?


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