u05a1

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.

u03a1

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.