Guided inquiry is a student-centered learning method where students explore a problem or topic through various information sources to increase their understanding. It is led by teacher-librarian teams and allows students to take control of their learning. The goals are for students to gain deeper subject knowledge and develop information literacy skills by learning to ask questions about what they know, want to know, how to find answers, what they learned, and how to apply it. Key principles include students actively engaging with experiences, building on prior knowledge, developing higher-order thinking, accommodating different learning styles, and social interaction.
This is the presentation on how i engage learners to learn beyond the classroom using various resources . In this case i used school garden and technology resources like skype. The main thing is to unlock and unearth hidden talents from learners so that they can get inspired towards pathing their future careers. Learners learn more when they do. But beside that to make them global citizens. And Teaching and learning that is incorporated in UNSDG's bears fruit because learners become the solution seekers of their own community challenges at an early age hence future leaders. So teaching learners using practical projects and connecting them with opportunities through education is the way to go.
Results of a year-long study of the impact of open pedagogy projects faculty implemented at Granite State College, Keene State College and the Plymouth State University (USNH) as a part of the Academic Technology Institute 2018. This was presented at the 2019 Open Ed Conference in Phoenix AZ.
UBC LLED 469: RESOURCE BASED TEACHING
Module 1: Presentation moves thinking to alternatives to textbooks, especially using inquiry in classrooms and school libraries
This is the presentation on how i engage learners to learn beyond the classroom using various resources . In this case i used school garden and technology resources like skype. The main thing is to unlock and unearth hidden talents from learners so that they can get inspired towards pathing their future careers. Learners learn more when they do. But beside that to make them global citizens. And Teaching and learning that is incorporated in UNSDG's bears fruit because learners become the solution seekers of their own community challenges at an early age hence future leaders. So teaching learners using practical projects and connecting them with opportunities through education is the way to go.
Results of a year-long study of the impact of open pedagogy projects faculty implemented at Granite State College, Keene State College and the Plymouth State University (USNH) as a part of the Academic Technology Institute 2018. This was presented at the 2019 Open Ed Conference in Phoenix AZ.
UBC LLED 469: RESOURCE BASED TEACHING
Module 1: Presentation moves thinking to alternatives to textbooks, especially using inquiry in classrooms and school libraries
Teachers and Teachers’ Aides Working Together is a professional development resource for schools. It has nine modules that teachers and teachers’ aides complete together.
What are we finding out from the Changing Results for Young Readers initiative? What evidence-based reading practices are being used by teachers in the project, throughout BC? What do teachers report helps to make a difference for vulnerable readers?
Teachers and Teachers’ Aides Working Together is a professional development resource for schools. It has nine modules that teachers and teachers’ aides complete together.
This was a presentation given to grades 4-6 parents at a recent information evening. It justifies the use of web2.0, in particular blogging in the classroom
Teachers and Teachers’ Aides Working Together is a professional development resource for schools. It has nine modules that teachers and teachers’ aides complete together.
Parents need to know that good teaching begins with Universal Design for Learning. This presentation tells you what Universal Design for Learning (UDL) is and why it can benefit all children. It may help reduce the number of children overidentified for special education.
Teachers and Teachers’ Aides Working Together is a professional development resource for schools. It has nine modules that teachers and teachers’ aides complete together.
Teachers and Teachers’ Aides Working Together is a professional development resource for schools. It has nine modules that teachers and teachers’ aides complete together.
What are we finding out from the Changing Results for Young Readers initiative? What evidence-based reading practices are being used by teachers in the project, throughout BC? What do teachers report helps to make a difference for vulnerable readers?
Teachers and Teachers’ Aides Working Together is a professional development resource for schools. It has nine modules that teachers and teachers’ aides complete together.
This was a presentation given to grades 4-6 parents at a recent information evening. It justifies the use of web2.0, in particular blogging in the classroom
Teachers and Teachers’ Aides Working Together is a professional development resource for schools. It has nine modules that teachers and teachers’ aides complete together.
Parents need to know that good teaching begins with Universal Design for Learning. This presentation tells you what Universal Design for Learning (UDL) is and why it can benefit all children. It may help reduce the number of children overidentified for special education.
Teachers and Teachers’ Aides Working Together is a professional development resource for schools. It has nine modules that teachers and teachers’ aides complete together.
2. What is Guided Inquiry?
• Guided Inquiry motivates students to learn because they are in the driver’s
seat of their involvement.
• It is a system of learning in which lessons, guided by librarian-teacher
cohorts, are presented to students in a way that allows them to explore
knowledge they weren’t aware they had to solve a problem.
• The aim is for students to find and use a variety of information sources and
ideas to increase their understanding of a problem, topic, or issue.
• Students should gain deeper understanding of subject areas and also
develop information literacy using this method.
3. Why does Guided Inquiry matter?
• Students learn to ask:
i. What do I know?
ii. What do I want to know?
iii. How do I find out?
iv. What did I learn?
v. How do I use what I learned?
vi. What will I do next time?
• Teachers and Librarians benefit from collective leadership.
4. Six Principles of Guided Inquiry
• Youth learn by being actively engaged in and reflecting on an
experience.
• Youth learn by building on what they already know.
• Youth develop higher level, higher-order thinking through guidance at
critical points in the learning process.
• Youth have different ways and modes of thinking.
• Youth learn through social interaction with others.
• Youth learn through instruction and experience in accord with their
cognitive development.
6. References:
• Kuhlthau, C. Maniotes, L. K. & Caspari, A. K. (2007). Guided Inquiry:
Learning in the 21st Century. Westport, CT: Libraries Unlimited
• News.au.com. (News Outlet).(2011). Nikeshia Plumridge. [Photo].
Retrieved from
http://resources3.news.com.au/images/2011/09/29/1226152/242739-
learner-driver-nikeisha-plumridge-with-her-mother-lorin.jpg
Editor's Notes
Bullet point 1: Instead of the business as usual intake and regurgitation model, students are asked to be engaged in their own information seeking by drawing from their own experiences and as a collective with their classmates, creating knowledge instead of just taking in a bunch of facts and figures.
Bullet point 2: Students learn to locate, analyze, and evaluate resources of different types; so they may use a printed text for one part of the inquiry, but an Ipad, or gaming module for other parts.
Bullet point 1: Guided inquiry is not just test preparation! It teaches students how to be lifelong learners. It is rooted in the curriculum and has a team of teachers, librarians, and other education professionals using their expertise to provide a collaborative learning environment where students retain and build on previous knowledge. Students develop social, language, and reading skills. They learn to create their own meanings for concepts and gain independence in research and learning.
Bullet point 2: Teachers get to teach information skills and subject matter together, not separating one skill out from another. They can have more creativity in their lesson planning because students are learning to how to learn or identifying the pieces to the puzzle, thereby improving the whole upon completion.
Librarians benefit because they get to contribute directly to the student learning process and showcase the library, not just as a repository of books, but as an active learning environment. This results in enhanced professional interaction for all.
The process of discovery is even more important than what the participants may discover. Students must view the parameters with creativity, problem solves, question, and explore various perspectives, and challenge their own knowledge to create new ideas. GI is based on the constructivist approach, which combines learning by doing with reflection on the subject matter. This allows students to develop information processing skills that will help with understanding not only schoolwork, but their place in the nation and the world.
Ok, ok, so now that I’ve introduced the concept and explained what it is and why it matters, What does it all mean? Well, I thought you’d ask, so I’ve created this real world example. A favorite assignment of mine is to ask students to design a campaign speech for class president. The caveat is, that they will give the speech as their favorite book character! This can be accomplished in a few different ways and hopefully will provide you with some crosswalk ideas. Students will have to utilize the principles highlighted on the previous page to get the final product, i.e. the speech. Of course, the speech is important and the intended result of the assignment. It should be thoughtful and well written, and students will also gain some public speaking exposure, however the beauty of this assignment is in the process.
I’m using the above three examples because students are very enthusiastic to chooses characters from young adult fiction that has recently been made into popular film. This usually works out wonderfully because if certain members of the class aren’t familiar with the characters, children’s and young adult fiction that have been made into a screenplay are usually covered under the school’s viewing license, but this differs from schools to school, so make sure to check with your media coordinator. and we can watch them as a class. Students love a movie day of course, but don’t also realize they are taking in educational information from a different perspective. Edutainment is a great trick! If you are unfamiliar with the above titles, you should definitely check them out, especially if you wrangle middle or high school students! Without giving too much away, they have a similar themes of a dystopian society, with lack of hope of a way out or of creating change, in which a single character arises, Phoenix-like from the ashes to save their compatriots from certain destruction. Students then synthesize which characteristics they feel they can get across in a 3-5 minute speech, which would leave their candidate victorious! This assignment is always interesting because it varies wildly from student to student. I’ve had students use the cunning and dastardly side of characters to enforce law and order, and I have students herald the heroic almost savior-like qualities