Inquiry as a Stance Inquiry as a Stance on Curriculum: Moving on Curriculum: Moving from Projects to Inquiryfrom Projects to Inquiry

Kathy G. ShortKathy G. ShortUniversity of ArizonaUniversity of ArizonaTucson, Arizona, USATucson, Arizona, USA

Burlington, Wisconsin, 2010Burlington, Wisconsin, 2010

INQUIRY AS STANCEINQUIRY AS STANCEStance of uncertainty and invitationStance of uncertainty and invitation

A reaching stance – go beyond information to seek an A reaching stance – go beyond information to seek an explanationexplanation

Stance of going beyond yourself and your current understandingsStance of going beyond yourself and your current understandings

Stance of being off balanceStance of being off balance

Definition: Inquiry is a collaborative process of Definition: Inquiry is a collaborative process of connecting to and reaching beyond current connecting to and reaching beyond current understandings to explore tensions significant to the understandings to explore tensions significant to the learnerlearner

Inquiry is natural to how we learn in places of Inquiry is natural to how we learn in places of wonder and discoverywonder and discovery

Inquiry is natural to how we learnInquiry is natural to how we learn

Inquiry is based in making connections to our own Inquiry is based in making connections to our own life experiences life experiences

Inquiry is conceptually-based, not topic-driven.Inquiry is conceptually-based, not topic-driven.

Inquiry involves both problem-posing and problem-Inquiry involves both problem-posing and problem-solvingsolving

Inquiry is collaborative and invites learners into Inquiry is collaborative and invites learners into communities of practicecommunities of practice

Inquiry as a Pedagogical Philosophy

Creating a learning environment Creating a learning environment that encourages inquiry as a that encourages inquiry as a

stancestanceWonder Center and Wonder of the WeekWonder Center and Wonder of the Week

Inquiry Wall and Inquiry Talks or Inquiry JournalsInquiry Wall and Inquiry Talks or Inquiry Journals

Observation and Wonder JournalsObservation and Wonder Journals

Discovery TableDiscovery Table

Observation WindowObservation Window

Georgia Heard, Georgia Heard, A Place for WonderA Place for Wonder,, and and Karen Gallas, Karen Gallas, Science Science TalksTalks

InquiryInquiryPersonal inquiryPersonal inquiry

Children as problem-posers and problem-solversChildren as problem-posers and problem-solvers

Collaborative inquiryCollaborative inquiryTeacher and child collaborate on problem-posing. Teacher and child collaborate on problem-posing. Child as problem-solver. Child as problem-solver.

Guided InquiryGuided InquiryTeacher as problem-poser, child as problem-Teacher as problem-poser, child as problem-solver.solver.

Inquiry Cycle

Connections Connections Focus on BIG IDEA and not topicFocus on BIG IDEA and not topic

Why do this unit? What is the biggest idea behind Why do this unit? What is the biggest idea behind our central idea? our central idea?

Where is this big idea already present and Where is this big idea already present and significant in children’s lives?significant in children’s lives?

What are engagements that support our students What are engagements that support our students in exploring this idea in their lives to develop in exploring this idea in their lives to develop conceptual understanding? conceptual understanding?

Read alouds, observation, survey, interview, time Read alouds, observation, survey, interview, time lines, artifacts to bring related to the idea, lines, artifacts to bring related to the idea, sketches, flowcharts, etc.sketches, flowcharts, etc.

Voice, trust, listen, storyVoice, trust, listen, story

InvitationsInvitationsto go beyond current perspectives, to go beyond current perspectives,

experiences, knowledgeexperiences, knowledgeGuided inquiry into 2-3 main lines of inquiryGuided inquiry into 2-3 main lines of inquiry

Be selective – goal is not coverage but Be selective – goal is not coverage but expanding knowledge to build understanding expanding knowledge to build understanding and raise tensionand raise tension

Engage kids actively in exploration – Engage kids actively in exploration – exploration centers, text sets, book & toy exploration centers, text sets, book & toy setssets

Start closest to kidsStart closest to kids

Choose key pieces of fictionChoose key pieces of fiction

Planning to plan – plan emerges in Planning to plan – plan emerges in negotiation with studentsnegotiation with students

Time, choice, observation, conversationTime, choice, observation, conversation

TensionTensionAn issue/question/interest that is compelling to the An issue/question/interest that is compelling to the studentstudent

Based in the central idea and“big idea”Based in the central idea and“big idea”

Need ways to gather tensions throughout invitations Need ways to gather tensions throughout invitations – charts, journals, logs, teacher records– charts, journals, logs, teacher records

Problem-posingProblem-posing

risk, edge, selectionrisk, edge, selection

InvestigationsInvestigationsstudent-driven focused inquiry into a student-driven focused inquiry into a

tensiontensionDecide on grouping – whole class, small Decide on grouping – whole class, small group, partner, individualgroup, partner, individual

Create a plan – Create a plan – Why are we interested in this question/focus?Why are we interested in this question/focus?What are the related questions?What are the related questions?What will we do to pursue our question?What will we do to pursue our question?What do we need? How will we get the resources?What do we need? How will we get the resources?

Research sets and primary sourcesResearch sets and primary sources

Tools for researchTools for research

Disciplines – ways of researching and toolsDisciplines – ways of researching and tools

Collaborate, dialogue, inquireCollaborate, dialogue, inquire

DemonstrationsDemonstrationsteaching based on student needsteaching based on student needs

Demonstration versus modeling – what you Demonstration versus modeling – what you might do versus what you must domight do versus what you must do

ContentContent

Process – tools and skillsProcess – tools and skills

Process of researchProcess of research

relevance, tools, strategiesrelevance, tools, strategies

Re-VisionRe-VisionReflecting and making sense of Reflecting and making sense of

learninglearningFocus on what is different or challenges current Focus on what is different or challenges current beliefsbeliefs

Time to reflect and think about what meanings Time to reflect and think about what meanings students are making from their inquiriesstudents are making from their inquiries

Brief – sort out moments of significanceBrief – sort out moments of significanceLearning logs, class meetings, exit slips, written Learning logs, class meetings, exit slips, written conversation, think/pair/shareconversation, think/pair/share

Search for unity, attend to differenceSearch for unity, attend to difference

RepresentationsRepresentationsgoing public with current going public with current

understandingsunderstandingsPull current understandings from investigations Pull current understandings from investigations together to go publictogether to go public

Go public through sharing webs, charts, mural, Go public through sharing webs, charts, mural, skits, reports, etc. skits, reports, etc.

Can be formal or informalCan be formal or informal

What is so important that we want to share these What is so important that we want to share these ideas with everyone? How can we share?ideas with everyone? How can we share?

Transformation, presentationTransformation, presentation

ValuationValuationWhat is of value for me as a learner What is of value for me as a learner

from this inquiryfrom this inquiry??• Summative evaluation is of central ideaSummative evaluation is of central idea

• Content and ProcessContent and Process

• Portfolio, reflections, class discussions, sketch to Portfolio, reflections, class discussions, sketch to stretch, webs, informal assessments, stretch, webs, informal assessments, presentations, etc.presentations, etc.

reflexivity, clarify valuesreflexivity, clarify values

Action - So What?Action - So What?• What difference does this inquiry make in my What difference does this inquiry make in my

life?life?

• How does it reposition me in how I think and act?How does it reposition me in how I think and act?

• What are my new questions? What are my new questions?

Reposition, take action, new questionsReposition, take action, new questions

Connect/Extend/ChallengeConnect/Extend/Challenge

Connect Extend Challenge

How are the ideas CONNECTED to what you already know?

What new ideas did you get that EXTENDED or pushed your thinking in new directions?

What is still CHALLENGING or confusing for you to get your mind around? What questions or tensions do you

now have?