Inquiry Learning at Sefton Infants

10/12/2017

Sefton Infants School has dived into inquiry learning this year with mixed results! Our pursuit of more inquiry learning opportunities in our classrooms has evolved from previous work with critical and creative thinking, as well as recommendations from our last Instructional Rounds. In particular, IR findings and recommendations highlighted the effective approach our preschool setting had in developing critical and creative thinking, student autonomy, choice and challenge.

Incorporating a more inquiry-based approach in our classrooms at Sefton Infants School has certainly had its teething problems! Hence, its identification as a problem of practice here for our next Instructional Rounds in Term 4, 2017. At this point in time, we are trying to use an inquiry approach specifically in the learning areas of Science & Technology, STEM, History and Geography across whole school K-2 student groups. Following student choice and lines of inquiry whilst also addressing syllabus outcomes has been challenging! We are keen to gain feedback and ideas for future directions from our community of schools. Are any of our instructional round schools employing inquiry-learning strategies, project-based learning or something similar? If so, how effective has it been? What have been the strengths and challenges? We are keen to share our adventures with inquiry-based learning.

Barbara

10/16/2017 09:18:05 am

The Sefton Infants team has certainly set us an pertinent problem of practice. I think your dilemma is probably that of many schools: how to allow student choice and direction whilst ensuring that there is a focus on important syllabus outcomes.

One of the main ideas from the readings for me is how important the teacher's role is in effective inquiry learning and how much thought needs to go into planning for it. This means that if we want inquiry learning to be successful we have to devote time to supporting our teachers to develop the necessary skills,

Burwood Public School

10/16/2017 02:40:35 pm

Thanks for an interesting problem of practice, Sefton.
The prospect of fostering inquiry based learning skills in our students is a complex one. For it to be successful, learning must be authentic and academically rigorous. There must be a synergy between the learning tasks and assessments, with technology being used as a tool to extend the learning beyond the 4 walls of the classroom. Inquiry learning must involve active exploration sand substantive communication by students. We agree that planning for inquiry based learning takes time. It also requires a deep understanding of the key concepts/big ideas being taught. Regular reflection and evaluation is integral to maintain momentum, keep the focus and to ensure deep learning is occurring.

Nicki

10/16/2017 07:43:30 pm

What a great POP - this is one we are currently grappling with at GEPS too. Thanks also to Barbara for the selection of thought-provoking readings!

I agree that the role of the teacher is critical in inquiry based learning. In addition to careful planning and asking the right questions, scaffolding is an essential part of the teacher’s role…and it is tricky!! In involves:
• Knowing the child and their learning well enough to be able to work with them at their point of need
• Supporting the child (at the right moment and in the right way) to move forward in their learning
• Recognising how and when to take the support away
• Knowing a range of techniques that can be used to scaffold student learning
• Thinking on the spot – to recognise a teachable moment when it arises and capitalise on it for the benefit of the child’s learning
• Helping students to recognise what good work (in the area they are working) looks like
• Understanding and responding to the fact the learning is not linear – teachers may need to step in and step back at different times before a child is able to take on new learning
• Providing students with opportunities to talk about their new learning – to a real audience
• Purposeful use of technology

Is adaptive teacher expertise the key? If so,…how do we bottle it?!

Vicky

10/17/2017 08:52:18 pm

I agree with all the comments above and to add to the complexity is the aspect of time needed for teacher PL, effective planning including assessment and explicit criteria, implementation and the opportunity for students to reflect on their learning and to apply feedback received.

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Inquiry Learning at Sefton Infants