Let me begin my final post by presenting my new understanding of inquiry learning. Inquiry learning is a cycle comprised of three elements: a questioning framework, an information seeking process and an action research cycle/evaluation. Together these three elements form a “holistic inquiry” model (Lupton, 2012, para. 17). The prezi below of the ‘inquiry circle’ is an example of a holistic inquiry model that incorporates the three elements of inquiry but also the affective domain of the inquiry learning journal.
Image created by site author: Sources for this compilation created by the International School of Tianjin (2008): — Branch, Jennifer, and Dianne Oberg. “Focus on Inquiry.” IASL. 2005. 6 May 2007 <http://education.alberta.ca/media/313361/focusoninquiry.pdf>. — Murdoch, Kath. Classroom Connections: Strategies for Integrated Learning. Armadale, Vic: Eleanor Curtain Pub, 1998. — Stripling, Barbara K. “Inquiry-Based Learning.” In Curriculum Connections through the Library, ed. Barbara K. Stripling and Sandra Hughes-Hassell, 3-39. Westport, Conn: Libraries Unlimited, 2003.
The time has come to reflect and evaluate upon my learning. I have decided to use the Kuhlthau’s ISP model to appraise my inquiry process.
| Thoughts (cognitive) and Actions | Feelings (affective) | |
| Open-Immerse |
After my initial post I realised that my implementation of inquiry learning was not as effective as it could have been.
Thus, to start my inquiry I identified questions that I needed to know to rectify the situation |
– Concerned about past teaching practice
– Intrigued to find out more |
| Immerse- Explore |
At this stage I needed to identify search strategies. I knew locations to find information, however, was unfamiliar with search techniques. Boolean operators and other search operators, such as truncations were new to me. I have had limited experience in using them. Before my search could begin I needed to re-search Boolean operators:
– What they did and, – How and when to use them |
– Confused until I understood the purpose of each operator
– Excited to start searching with my new found knowledge |
| Explore-Identify | I needed to make sure that I selected high quality sources. In order to do this I experimented with my search strategies to make my searches more relevant. Also I used the CRAP test to identify reliable and useful texts | – Frustrated when my search strings brought up irrelevant information
– Motivated to continue when I became experienced in using Boolean and other operators to find useful resources – Annoyed when I found an interesting source but full text was not available – Proud when I made my first ever screencast demonstrating my search techniques |
| Identify-Gather | Reading the texts that I had found were very informative. However, I found the curation phase challenging. Having not used any similar tools before I had to experiment with different curation tools before selecting the one that worked best for my needs- this happened to be Scoop it! | – Excited when I found connections between the text and my own practice, giving me a new understanding
– Frustrated and annoyed when a creation tools would not do what I wanted it to (Diigo and Pinterest) – Happy once I found a curation tool that I liked working with |
| Gather- Create- Share |
It took a considerable amount of time to write my response. I found it difficult to succinctly convey in writing what I had learnt and keep it within 500 words! | – Flustered trying to keep my response within the word limit
– Satisfied with my final response- after significant editing |
| Share-Evaluate | Overall I enjoyed this process. It was time consuming and challenging but very much worthwhile. I understand inquiry learning much better- allowing me to improve my teaching practice. Furthermore, I have just completed an inquiry re-search cycle myself, allowing me to experience the process first hand. I feel that I have greater clarity on the subject. | – Amazed at how far I had progressed
– Excited to start teaching in a new way – Proud of the hard work that I had put in |
Model by Kuhlthau, Carol C., Leslie K. Maniotes and Ann K. Caspari. 2012
My journey has come to an end. I have followed the “road not taken” through the woods, overcoming obstacles that have lead to significant discoveries in my learning. Travelling along this road has not only informed my understanding of inquiry learning pedagogy but also transformed my teaching for the better. The way that I teach and implement inquiry into my classroom from this moment on will benefit the students I teach, improving their learning experiences and outcomes. For “I took the one [road] less travelled by, And that has made all the difference” (Robert Frost, 1916).
Creative Commons Image: Jordan, J. (2007). Destination. Retrieved 27th December 2014 from https://www.flickr.com/photos/jamesjordan/766172776/sizes/m/
References:
Lupton, M. (2012, August 22). What is inquiry learning?. [Web log post]. Retrieved 27th December 2014 from http://inquirylearningblog.wordpress.com/.
Learning through Inquiry 