- Flipping the control of classroom learning to the student
- Developing a trusting environment early on
- Unpacking the inquiry model with students
- A student survey (Google Form, perhaps?) similar to a learning survey that you would connect to visible learning models. See p.14-15.
- Students present their course design and explain the what and why behind their thinking.
- Discussion leads to a public document or poster for reference.
- Be passionate about the subject, students, and the school
- Friendly but not a pushover
- Connect with all students
- Understand student learning and how different students learn in different ways
- Provide many ways for students to demonstrate understanding
- Structured inquiry - The teacher provides the essential question, the resources and activities. Students deepen their understanding of how to create an essential question, choose good resources, conduct research, create learning evidence, and create a learning artefact. But the teacher has control and does a lot of leading.
- Controlled inquiry - Several essential questions are provided for students to tackle. There is a greater variety of resources, but students complete a common task. More choice is given, but the teacher still has greater control over the learning.
- Guided inquiry - The teacher provides the essential question, or a small set of questions, and students seek their own resources to complete research and choose their own method of demonstrating learning. You can see this gives the learner a greater amount of autonomy.
- Free inquiry - This is the deepest level, where the student is free to construct the essential question (or questions?), determine what resources will satisfy quality task completion, “customize” evidence of learning through a performance task they determine. This would clearly take a lot of conference time, as students need to be supported in their learning.
Makenzie acknowledges that there is “must-know” content before the free inquiry is attempted. I would add that there are skills that have to be at a certain level of competency as well. I also liked that he brings Understanding by Design into the conversation, explaining why he feels it supports the inquiry model by seeking the end results (and performance task) and evidence of learning. He then gives series of examples for teachers to follow and basic structure to plan an inquiry unit. (see p.35-40)
California: EdTechTeam Press, 2016. Print.
Other publications referenced in this post:
questioning. Alexandria, Virginia: ASCD, 2016. Print.