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1. Students learn isolated skills and knowledge, starting with the simple building blocks of a particular topic and then building to more complex ideas. While this appeals to common sense (think of the efficiency of a automobile assembly line), the problem with this approach is the removal of any context to the learning, making deep understanding of the content less likely. Perkins calls this approach elementitis, where learning is structured exclusively around disconnected skills and fragmented pieces of information. 2. Students learn about a particular topic. The solution that Perkins offers to the typical classroom experience is what he calls learning by wholes, structuring learning around opportunities to experience or engage in the topic as it would exist outside of school. An example of ‘learning by wholes’ can be found in my own Cigar Box Project, a year-long, grade 7 study where students explored 5 themes in Canadian history. Inquiry as “Play” Moving From Theory to Practice

Related:  inquiryInquiry based learning & teachingInformation Fluency & InquiryInquiry Learningtraining material

Visible Thinking Purpose and Goals Visible Thinking is a flexible and systematic research-based approach to integrating the development of students' thinking with content learning across subject matters. An extensive and adaptable collection of practices, Visible Thinking has a double goal: on the one hand, to cultivate students' thinking skills and dispositions, and, on the other, to deepen content learning. By thinking dispositions, we mean curiosity, concern for truth and understanding, a creative mindset, not just being skilled but also alert to thinking and learning opportunities and eager to take them Who is it for? Visible Thinking is for teachers, school leaders and administrators in K - 12 schools who want to encourage the development of a culture of thinking in their classrooms and schools. Key Features and Practices At the core of Visible Thinking are practices that help make thinking visible: Thinking Routines loosely guide learners' thought processes and encourage active processing.

What Does Inquiry Look Like in Kindergarten? The children were engaged in the inquiry process while observing the properties of water. As they worked at learning centres the teacher invited interested children to come and discuss what they know about water and its colour. The children made comments which reflected their emerging understanding of the properties of water. These comments then acted as the basis for which to lead the investigation. The children were then prompted to wonder whether the water is the same colour as the white carnation flower.

Creating Classrooms We Need: 8 Ways Into Inquiry Learning If kids can access information from sources other than school, and if school is no longer the only place where information lives, what, then happens to the role of this institution? “Our whole reason for showing up for school has changed, but infrastructure has stayed behind,” said Diana Laufenberg, who taught history at the progressive public school Science Leadership Academy for many years. Laufenberg provided some insight into how she guided students to find their own learning paths at school, and enumerated some of these ideas at SXSWEdu last week. 1.

Learners Should Be Developing Their Own Essential Questions Having essential questions drive curriculum and learning has become core to many educators’ instructional practices. Grant Wiggins, in his work on Understanding By Design, describes an essential question as: A meaning of “essential” involves important questions that recur throughout one’s life. Such questions are broad in scope and timeless by nature. They are perpetually arguable – What is justice? Collaboration and reflection Proactivity and Reflection: Tools to Improve Collaborative ExperiencesMinnesota Media, 2004 Collaboration is the Holy Grail of librarianship. It’s how we become indispensable to others, but it is arguably the most challenging part of our jobs.

An open education resource supports a diversity of inquiry-based learning Catherine Anne Schmidt-Jones University of Illinois Urbana-Champagne, USA Abstract There have been numerous calls for research that demonstrates how open education resources (OERs) are actually being used. This case study sought to shed light on the users of a well-visited set of modular music-education materials published at Connexions.

Earlychildhood NEWS - Article Reading Center Some people think of science as learning facts about the world around us. Others think of science and other ways of knowing as “the having of wonderful ideas” (Duckworth, 1987). This latter view of science and ways of knowing match the characteristics of young children as learners. Young children are naturally curious and passionate about learning (Raffini, 1993). In their pursuit of knowledge, they’re prone to poking, pulling, tasting, pounding, shaking, and experimenting. “From birth, children want to learn and they naturally seek out problems to solve” (Lind, 1999, p. 79). Research and Information Fluency It has been four years since I went to ISTE and the excitement was overwhelming knowing that I would be able to reconnect and meet for the first time colleagues from around the world. The morning started at 2:15 am so that I could meet my district co-workers at 3:30 to drive to our 6:15 flight from Denver We were all innovative teachers, some of us had been to ISTE and some of us connected with Twitter. We discussed the ISTE networking game as we made our route from Colorado Springs to Atlanta. After we landed, I was so anxious to make it to he Global Education Day that ran to my room then to the bus shuttle to get to the conference as soon as possible. At the bus stop I ran into none other than Anne Mirtschin from Australia.

Great Teaching Means Letting Go Great Teaching Means Letting Go by Grant Wiggins, Ed.D, Authentic Education My greatest learning as a teacher came on the soccer field. Learning Standards & Program Guidelines Review and Revision For the first time in decades AASL will be using a multi-layered survey, data, and research approach to revise and rewrite its learning standards and program guidelines for your profession. To ensure the standards meet the needs of the entire community it is critical that we hear from you! Visit the FAQ section for more information on how you can get involved. Overview | Project Plan Milestones | Frequently Asked Questions Inquiry-based Learning With and Without Facilitator Interactions Abstract This paper discusses findings of a study investigating how students, on four online courses, engaged in inquiry-based learning with and without support from a facilitator. The investigation was conducted by analysing discussions of the online courses using the community of inquiry model.

Researching with/for whom? Stepping in and out of practitioner research (free full-text available) Joy Goodfellow Macquarie University Practitioner research is defined as systematic inquiry-based efforts directed towards creating and extending professional knowledge and associated understandings of professional practice. A review of ‘primary research' articles published in the Australian Journal of Early Childhood revealed that only a small number involved early childhood practitioners as researchers. However, changing social and theoretical constructs and a sense of low regard by the community for the profession require early childhood practitioners to be much more articulate about their practices. Collaborative inquiry processes provide opportunities for practitioners to deconstruct some of the taken-for-granted practices found within many early childhood services. Keywords: practitioner research, collaborative inquiry, early childhood practitioners

The 5e's of Instruction: More Ideas for Researching with Students - Tech With Jen Ok, I admit it I am terrible at writing blog posts consistently. Last week I was determined to write about all of the tools I wanted to share for Explore in the 5e’s. Life happened and I realized it’s been over a week since I’ve written on my blog!