My journey through inquiry learning has been one of
By likening my own journey to Kuhlthau’s realm of experience in the affective, I have certainly developed empathy for my students when undertaking an inquiry. Prior to commencing this study, I thought I had a fairly good grasp on what makes a good question, research processes and inquiry thinking. However, the more I discovered, the more questions I had.
This inquiry learning process has given me the tools to explore my own practice. The second part of my inquiry journey has enabled me to ‘go broad’ - examining a range of different inquiry learning resources and ideas; and to ‘go deep’ – applying these different concepts to my own practice, as a classroom teacher.
I have gained a great appreciation for the value of teaching students how to develop inquiry questions; by scaffolding, giving them frameworks to follow and processes to work through, to help them yield attainable results with searchable outcomes. I have learnt how to apply questioning frameworks to further strengthen my own inquiry questions.
I can rephrase questions like:
How can I improve my practice when teaching geography?
to
How can I improve my teaching practice, to foster an authentic sense of inquiry?
with an understanding of how and why this would make a significant difference to my own inquiry.
I have also discovered how searching for information can be scaffolded in a way that is supportive of students’ affective responses to the different phases. I have developed confidence in the management of student-led inquiry, and have a greater understanding of the research and findings that underpin this methodology. I feel that I have the tools (or know where to get the tools) to thoughtfully manage inquiry learning experiences for my students.
By applying the GeSTE windows, I would describe my own inquiry learning experience as transformative. I will take action, and apply my new knowledge to my teaching practice, in order to support more authentic and engaging learning opportunities for my students.
This journey has certainly opened many doors. However, I’m looking forward to exploring many more…
- Apprehension
- Optimism
- Confusion
- Confidence building
- Deepening interest
- Clarity
- Relief
- Satisfaction (I hope!)
By likening my own journey to Kuhlthau’s realm of experience in the affective, I have certainly developed empathy for my students when undertaking an inquiry. Prior to commencing this study, I thought I had a fairly good grasp on what makes a good question, research processes and inquiry thinking. However, the more I discovered, the more questions I had.
This inquiry learning process has given me the tools to explore my own practice. The second part of my inquiry journey has enabled me to ‘go broad’ - examining a range of different inquiry learning resources and ideas; and to ‘go deep’ – applying these different concepts to my own practice, as a classroom teacher.
I have gained a great appreciation for the value of teaching students how to develop inquiry questions; by scaffolding, giving them frameworks to follow and processes to work through, to help them yield attainable results with searchable outcomes. I have learnt how to apply questioning frameworks to further strengthen my own inquiry questions.
I can rephrase questions like:
How can I improve my practice when teaching geography?
to
How can I improve my teaching practice, to foster an authentic sense of inquiry?
with an understanding of how and why this would make a significant difference to my own inquiry.
I have also discovered how searching for information can be scaffolded in a way that is supportive of students’ affective responses to the different phases. I have developed confidence in the management of student-led inquiry, and have a greater understanding of the research and findings that underpin this methodology. I feel that I have the tools (or know where to get the tools) to thoughtfully manage inquiry learning experiences for my students.
By applying the GeSTE windows, I would describe my own inquiry learning experience as transformative. I will take action, and apply my new knowledge to my teaching practice, in order to support more authentic and engaging learning opportunities for my students.
This journey has certainly opened many doors. However, I’m looking forward to exploring many more…