How do inquiry teachers….teach?
Cannot agree more…the planning for inquiry is much different than what I was taught more than ten years ago coming out of teachers college. It certainly focuses on the process rather than curricular expectations as those tend to fall in place as the inquiry develops. Documentation of inquiry is paramount at the younger grades, I feel that this is the role of the teachers while as the kids get older, this is a responsibility that the students themselves can take on as a part of the process. And point #7 the collaboration aspect, as the teacher this helps you to see how the students are approaching their inquiries, their questions the seek answer too.
When I first became fascinated in inquiry-based approaches (too many years ago to say!), the focus for many of my conversations and indeed, my early research, was on how to plan. Back then, learning about inquiry helped me shift my thinking from planning thematically – or even in a more genuinely integrated way, to planning with a learning process in mind. Understanding inquiry helped me think more carefully about learning. Planning was no longer focused on making clever curriculum connections – it was about designing a process that would scaffold thinking from the known to the unknown, from shallow to deep and that would place the learner at the heart of all we did. My planning got better – much better. That approach to planning is now deeply embedded in my way of being as a teacher. It is organic and fluid. I don’t need to have it all…
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