Inquiry-Based Learning P&D group

Welcome to Traralgon College Inquiry-Based Learning

 An important aspect of inquiry-based science is the use of open learning. Open learning has no prescribed target or result which students have to achieve. There is an emphasis on the individual manipulating information and creating meaning from a set of given materials or cirumstances. For example, in many conventional traditional science experiments, students are told what the outcome of an experiment will be, or is expected to be, and the student is simply expected to ‘confirm’ this. Another example would be to provide “the big idea” as a hook to stimulate ideas from class.

WebQuests webstie: Quest Garden: http://questgarden.com/author/examplestop.php

 

3 thoughts on “Inquiry-Based Learning P&D group

  1. Awesome stuff Julian and the gang! We are having a great conversation with Melissa in Library quiet room right now. Melissa is showing us her HHD inquiry tasks and telling us about Harley’s probability unit. Love the ‘Big Idea’. To me this is the most essentil part – teaching VCE subject especially is hard because we often feel like we just have ‘content’ to cover – have to get through key knowledges. Taking a bit more time to work out the deep understanding students will get from your unit makes it a lot clearer to everyone what you are all trying to do.
    Obviously some good stuff going on in this team – Well Done!

  2. I agree! Nice work team! Classic quote “I feel like I’m not teaching….” can so relate! Teachers time sorting big ideas and developing challenges, guiding questions, resources… before unit. Does take planning time investment. Then I find I spend most of my class time in 1:1 conversations with students giving feedback and support. Sometimes I feel nobody wants any help or support – is this a good thing? What do I do then? Feedback from last year’s principal rounds clearly stated – teachers were doing too much and students were not doing enough. I think the biggest challenge is to define the big ideas – which are deep understandings that cover a large unit of work and then cover Key Knowledge and Key Skills through creative guiding questions and challenges without being too prescriptive. There is also always a balancing act between providing quality resources to solve challenges (timely/quality) and teaching students to locate, summarise and critique their own (obviously long term goal).

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