This document summarizes worries about inquiry-based literacy pedagogy raised by a class. Key concerns include administrative support and accountability related to student grades, teacher evaluation, and parental expectations. Additional worries are how inquiry-based pedagogy fits with broader curricular goals, how to properly document and monitor the inquiry process, and whether it requires more preparation time or is disruptive to current school structures and schedules. Resistance to the approach from administrators, students, and teachers is also noted as a potential worry.

1. Question 2: When thinking about inquiry based literacy
pedagogy, what worries you?
Fall 2002 READ 8100 Class Responses
October 16,2002
Compiled by Sharon Morgan and Steve Bickmore
• Administrative support, evaluation
• Accountability
! Student-grades
! Teacher-grading
! To parents?
• The big pictures---how does i.b.p. work with this?
• Documentation
! How do you monitor?
! How do you track based on research?
! Do you record? How? How often?
• Is it more about questions than answers?
• Does it take more preparation?
• How do we continue to keep all engaged?
• Current structure
! Is it disruptive?
! Time/schedules?
! Is there time for reflection in order to prepare properly?
! How do kids adapt to other classes without inquiry-based
pedagogy?
• Resistance---how to manage (Administration, Students, Teachers)