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When I began this course, I did not know what to expect.  I had an idea of what inquiry-based learning was, but I did not know much about it.  Over the past seven weeks, I have gained a lot of knowledge about inquiry-based learning.  In the beginning of the course, I found the concepts surrounding inquiry-based learning to be a little vague and difficult.  It was not until I saw the video about the physics class learning about optics that I started to really grasp the ideas surrounding inquiry-based learning.  After that, working on the development of my own inquiry-based lesson plan really made me think critically of the style.  At first, I thought it was only applicable to science course, but I have sculpted my lesson around ancient history and others in the class created lessons based upon their own disciplines.  I think mine works out pretty well.  I’ve reviewed other lesson plans created by my peers and I think they all look pretty good.  For my classroom, I intend to make an attempt at, at least, trying out the lesson plan that I created for this class.  I also think that the 5E model can be applied to a lot of the projects that I already do.

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This week I really had a chance to develop my inquiry skills by creating a lesson plan that incorporated the 5E instructional model.  I really like how the model shows continuity between the stages.  Also, I had the opportunity to apply web 2.0 and technological tools to the model to make it more “21^st Century.”  My understanding of inquiry based learning continues to grow each week.  This week, especially, broke down the large concept of inquiry based learning into the 5E model, which I found to be very useful in my understandings.  Also, from viewing my peers’ websites and discussion posts I have developed an even better understanding.  Their creativity really pushes me to develop my plans even more.  It is always interesting to see how others tackle problems.

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Over the past few weeks I have learned more about inquiry-based learning from the content within the course and through discussions with my peers.  I have learned about the alignment of standards, facts and concepts (and investigable and non-investigable questions), and several ways to incorporate technology.

The most beneficial information I learned was about the language involved with inquiry based learning.  I would say that week 4 gave me a better understanding about what it is we are learning about.  I feel like I understand the standards well, but it was nice working with the “big picture” concepts in the curricular framework page within the Pennsylvania Department of Education’s Standards Aligned System website.  I learned how linking facts creates concepts and how different types of questions lead to different types of action.  Investigable questions are generally hands-on and based upon facts.  Non-investigable questions are based upon over-arching concepts.

I feel like I have a good grasp on technology and it was nice to see other suggestions from my peers.

The only “burning question” I have is in regards to the “Facts versus Concepts” cards that we had to review and decide upon in week 4.  I am curious to know which are which as all of the students had varying answers within their discussion posts.

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So far in this course I have learned a lot about inquiry-based learning.  Admittedly, I did not know too much about it in the first place, so my understanding of it has greatly improved.  I have learned about what inquiry-based learning is and is not, abilities necessary to practice inquiry-based learning, and the process involved with inquiry-based learning.

In the first week I was introduced to the definition, albeit vague, of inquiry-based learning.  I would say that it is easier to identify than to define.  An inquiry-based lesson or curriculum is going to have a unique “look” to it.  It is a dynamic and fluid process that is going to change based upon the students being taught.  Within an inquiry-based classroom you will see evidence of students piquing their curiosity, developing questions and investigating them, and acting as responsible and self-reliant researchers.  This does not mean that inquiry-based is a free for all.  The teacher also plays the important role of facilitator in which he is responsible for developing a suitable environment, providing resources, and acting as a guide for the students.

In the second week I learned about the skills and abilities that are necessary for practicing inquiry-based learning.  In order to be able to practice inquiry-based learning students need to be able to perform certain abilities.  They must be able to develop questions, investigate and research, explain and relate evidence to their questions, and understand alternate answers to their initial questions.

I would have to say that the most intriguing part of the course so far was the video from Week 3.  It was really nice to see someone actually practicing inquiry-based learning.  It really started to make a lot of sense seeing that physics class learn about optics.  I previously thought that inquiry-based learning was a process that would take weeks on end, but Mr. Eisenkraft (from the video) proved that it could be done within a week or so.  And, I did watch the whole video and found Mr. Eisenkraft’s commentary very useful towards my understanding of inquiry-based learning.

u01a1 - Week 1 Blog

Through the initial content of this course I have learned a lot about what inquiry-based learning is and is not.  Before reading through the content I had some knowledge of it but also some myths to dispel.  I knew that inquiry was asking questions to gain a broader understanding of concepts.  I also thought that the idea seemed chaotic but, like any approach, I learned that a well-laid plan helps with increasing the amount of control that a teacher has in practicing it.

I also learned more about how applying the natural curiosity of a student to the content in which I teach.  I’ve always held the belief that students want to learn.  I also believe it is true that students value different subjects more than others.  From my own experience, I really loved history and social studies when I was a student, so naturally I transitioned into teaching it.  I can’t say that I was as interested in the other subjects.  Sure I did well, but the question I ask myself is whether or not I applied myself the way I should have.  My goal for this course is to learn how to reach all of my students by developing new outlets for them to apply themselves.  I do believe that inquiry-based learning satisfies this need for my students.

One of my main goals as a teacher is to create a comfortable environment.  I want to learn how to manage the wants and needs of my students while satisfying the needs of my curriculum.  A comfortable classroom to me is a community in which students are not ashamed to ask questions and willing to take risks appropriate to their learning.  I hope to learn more about how to create a conducive environment that promotes this type of learning.