In the coming weeks I’ll be embarking upon some Inquiry Based Learning with year 7 history classes based upon the work of Kuhlthau, Maniotes and Caspari (2012). As mentioned previously, the new NSW History syllabus for the Australian Curriculum lends itself perfectly to the development of information literacy and Inquiry based learning.
The prospect of throwing myself wholeheartedly behind this particular pedagogy, however, both excites and terrifies me!
I'm really looking forward to team-teaching with other professionals who are passionate about their role as educators and keen to try something new. I know that tapping into what students really want to learn, allowing them to construct their own meaning and determine their own questions - has to be a better option than the usual simple collection and presentation of information that leads to copying and pasting with little real learning.
Nevertheless, I do acknowledge that 'up-skilling' students to think critically and work collaboratively using a range of information literacy strategies will involve an incredible amount of work and organisation!!
Nevertheless, I do acknowledge that 'up-skilling' students to think critically and work collaboratively using a range of information literacy strategies will involve an incredible amount of work and organisation!!
Collaboration and self-directed learning do not come easily to many students and the 21st Century dichotomy plagues me - how to cover the necessary content and achieve the mandated outcomes while allowing students to pursue their own autonomous areas of interest with a high level of engagement?
Although I have used aspects of the inquiry process in my teaching before, this will be the first time that I have fully embraced an inquiry based pedagogy, constructing the entire unit around the 8 distinct phases:
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| Kuhlthau, Maniotes and Caspari (2012) |
Having heard Alinda Sheerman speak at a Teacher Librarians' conference earlier in the year, I know that 'Guided Inquiry' can be transformative for both students and staff and embraced by the wider school community.
Using the knowledge of the 'Guided Inquiry' gurus who have gone before me, I'm hoping to learn from my experiences, refining my practice as I go. Onward and upward we go!
Using the knowledge of the 'Guided Inquiry' gurus who have gone before me, I'm hoping to learn from my experiences, refining my practice as I go. Onward and upward we go!
