Introduction
The lecturers in the videos define the inquiry method of teaching as a student-centered learning process that entails questioning, looking into, and coming to conclusions. The teacher’s job in an inquiry-based classroom is to support learning, pose thought-provoking questions, and inspire students to take responsibility for their education rather than to supply answers (Grant & VanSledright, 2014). The videos stress the value of creating an environment where kids can express themselves freely and ask questions without fear of being judged.
Discussion
They describe methods like Dewey’s experiential learning, Vygotsky’s social constructivism, and Bruner’s discovery learning, which are all methods we’ve read about this term. All of these strategies place a strong emphasis on the value of inquiry-based instruction, active learning, and student-centered approaches (Grant & VanSledright, 2014). Students are encouraged to explore their interests, pose questions, and look for solutions to their concerns from a variety of sources in an inquiry-based classroom. It is the responsibility of the teacher to assist students in this process by offering advice, materials, and criticism.
The videos show the advantages of employing an inquiry-based teaching strategy, such as promoting critical thinking abilities, encouraging creativity, and boosting students’ self-esteem and efficacy. The inquiry-based approach is consistent with constructivist methodologies, which place a strong emphasis on the value of acquiring knowledge through experimentation, cooperation, and exploration (Grant & VanSledright, 2014). Additionally, the inquiry-based method of instruction promotes student ownership of their learning, which can result in a deeper comprehension of the subject matter and tremendous enthusiasm to learn (Inquiry-Based Teaching: Multiple Responses, 2023, 2:10). The inquiry-based method can also help to personalize learning, making it more relevant and exciting for students by allowing them to investigate their own ideas and interests.
The videos in this section illustrate primary school instructors incorporating inquiry-based learning into their courses, even if they may not use the phrase overtly. Each video demonstrates various strategies teachers use to inspire kids to discover and learn about their surroundings. The focus on student-centered learning, social-emotional growth, and community building distinguishes these institutions from others (A Teacher’s Role in Inquiry, 2023, 1:50). Teachers at these schools take advantage of the amount of knowledge and experiences kids bring to the classroom in order to offer engaging learning opportunities that are relevant to students’ everyday lives (Mitra & Serriere, 2015). Additionally, they place a high priority on creating a welcoming and accepting classroom environment that honors each student’s voice and contributions. Teaching in institutions like these, nevertheless, can be difficult; managing student autonomy and ensuring that students are moving toward learning goals is one potential problem (Creating Shared Experiences, 2023, 5:10). For students to successfully complete inquiry-based tasks, different directions and scaffolding may be necessary (Mitra & Serriere, 2015). A significant change in conventional teaching methods may also be required to incorporate inquiry-based teaching strategies, and it might take some time for teachers to adapt to this new strategy fully.
To foster a climate of trust and safety in the classroom, if I were a teacher at one of these institutions, I would put a priority on developing connections with the students. To make sure that inquiry-based teaching strategies are applied consistently across grade levels and subjects, I would also work with other educators. To help students successfully navigate these kinds of activities, I would give students clear training and modeling of inquiry-based practices. Finally, while still engaging in inquiry-based activities, I would provide students with ongoing feedback and modify instruction as needed to make sure they are moving toward learning objectives.
Ms. Cowhey would be pleased to see the instructor encouraging the students to think critically and creatively if she were watching the “Philosophy for Children” lecture. The instructor successfully cultivated an environment in the classroom where students felt at ease discussing their ideas and giving feedback to one another (Cowhey, 2006). In addition, the teacher showed good facilitation abilities by assisting the students in leading the debate and ensuring that each student had an opportunity to contribute.
Ms. Cowhey might advise the teacher to give the class more structure, though. The teacher should have given the conversation more focus and suggested a specific philosophical idea for the students to consider. Additionally, the teacher may have helped the students connect their thoughts by using questioning techniques to promote deeper thinking (Cowhey, 2006). Finally, Ms. Cowhey would advise the instructor to provide students more chances to reflect on their learning, either through journaling or group discussions.
Ms. Cowhey would be pleased to see the instructor utilizing a number of techniques to get the students to engage in critical thinking if she were watching the “Scaffolds for Critical Thinking” class. The instructor successfully guided the students’ exploration of complex concepts using group discussions, individual work, and visual aids (Scaffolds for Critical Thinking (Uncut), 2021, 22:30). The teacher successfully managed the course, keeping the kids on task and concentrating throughout the lecture.
Conclusion
Ms. Cowhey might advise the teacher to offer additional chances for student-led inquiry, though. The instructor may have let the students come up with their own questions and similar research areas of interest. Additionally, by assigning the students to work in pairs or small groups, the teacher may have promoted greater student collaboration (Cowhey, 2006). The teacher should offer new opportunities for reflection, maybe through exit tickets or group conversations at the end of the course, according to Ms. Cowhey’s last suggestion.
References
A Teacher’s Role in Inquiry. (2023). [Video]. Teaching Channel. Web.
Creating Shared Experiences. (2023). [Video]. Teaching Channel. Web.
Cowhey, M. (2006). Black ants and Buddhists: Thinking critically and teaching differently in the primary grades. Stenhouse Publishers.
Grant, S. G., & VanSledright, B. A. (2014). Elementary social studies: Constructing a powerful approach to teaching and learning. Routledge.
Inquiry-Based Teaching: Multiple Responses. (2023). [Video]. Teaching Channel. Web.
Mitra, D., & Serriere, S. C. (2015). Civic education in the elementary grades: Promoting student engagement in an era of accountability. Teachers College Press.
Scaffolds for Critical Thinking (Uncut). (2021). [Video]. Teaching Channel. Web.