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Inquiry Across the Curriculum: CIL at Bertie School, 2013

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paulette alcox

on 5 June 2014

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Transcript of Inquiry Across the Curriculum: CIL at Bertie School, 2013

How can we teach with inquiry across the curriculum? Inquiry Across the Curriculum http://www.wordle.net/create Write 8 words that capture
what you have brought to
your classroom culture by
investing in inquiry. Characteristics of a Culture for Inquiry risk free How does an inquiry culture impact the teaching of...
the Arts
Science Inquiry along a continuum... What is Inquiry-based Learning?
A dynamic process
Inquiry-based Learning is a dynamic and emergent process that builds on students’ natural curiosity about the world in which they live. As its name suggests, Inquiry places students’ questions and ideas, rather than solely those of the teacher, at
the centre of the learning experience. Students’ questions drive the learning process forward. Teachers using an inquiry-based approach encourage students to ask and genuinely investigate their own questions about the world. Teachers further facilitate students’ learning by providing
a variety of tools, resources, and experiences
that enable learners to investigate, reflect, and rigorously discuss potential solutions to their own questions about a topic the class is studying. discovery investigation discussion challenge multiple entry points reflection evaluation looking deeply from a variety of perspectives invitational acceptance authentic metacognitive flexible thinking leadership individualized thinking challenge differentiated non-judgemental respect for the thinking of peers open mindedness comfort with ambiguity divergent thinking Teacher Co-learner Facilitator Are there distinctions? Are there similarities? A pedagogical mindset
The inquiry-based approach is not a rigid methodology or set of procedures. Rather, it entails an overall mindset, one that pervades school and classroom life to foster a culture of collaborative learning and idea improvement. Teachers continually encourage students to contribute
their ideas and engage in critical problem-solving processes in a variety of contexts, whether curricular or social.
The process of student learning, more so than the teacher’s focus on ‘covering the curriculum’ is paramount. By encouraging active learning, teachers enable students to deepen their understanding of the content in a manner appropriate to their needs and developmental stages. Thus, a teacher might provide an open- ended respond to a student’s question such as, “How can we find that out?” Further, if the student appears to need time and space to work out his or her ideas, the teacher might say, “Tell us more about this after you have had some time to think about it”. An elevator speech is a concise explanation of an important concept that can be made in the time an elevator goes from the first to the third floor. It hits the key points and leaves a lasting impression...just before the doors open. What does it mean to teach with inquiry? Why do it? Bertie School CIL 2013 One can think about Inquiry-based Learning as a continuum that moves from closed to open. The more teacher-directed the learning, the more closed the inquiry. The more student-directed the learning, the more open the inquiry. At The Laboratory School, teachers try to facilitate open inquiry wherever possible. Making the decision to do this requires what some teachers have described as a “leap of faith”, a sense of trust and confidence that this new way of thinking and doing will lead to valuable learning for their students. Marlene Scardamalia, co-founder of the Institute for Knowledge Innovation and Technology (IKIT) likens this shift to a Copernican Revolution, “much like moving the sun from the periphery to the centre” (2000, p. 5).
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