Reflection
Tell me and I forget. Teach me and I remember. Involve me and I learn.
Benjamin Franklin
Benjamin Franklin
I began this inquiry by recalling what I told my undergraduate students about the importance of creating relevant learning experiences in which students have choices. The research I synthesized and the project I did with my third graders have affirmed my beliefs.
Students lead the way
Gabe, Adrielle, and Lily guided their rainforest exploration by beginning with questions, and they enjoyed that. It gave them some control about what they would be learning about. I realized that I needed to teach more about different kinds of questions as the unit progressed, and I modeled a variety of questions and taught them about open-ended and closed-ended questions. I will definitely continue to infuse that into future units of study and teach students about the pros and cons of each. They also selected the animal they wanted to research, and they each were excited that they could learn about the animal that interested them the most. Next time I will prepare a slideshow with photos of the animal and one or two facts so they can have a better idea of the options.
Student Choice
The primary choice students had was which animal to research. They had choices in the classroom about which books or web-sites to use (which I got from our media specialist), where to sit, who they would like to work with, and how to communicate about saving the rainforest. The rainforest study was structured and integrated all subject areas, which is beneficial for students. The National Council for Teachers of English published a position paper about multidisciplinary learning. "Interdisciplinary instruction capitalizes on natural and logical connections that cut across content areas and is organized around questions, themes, problems, or projects rather than along traditional subject-matter boundaries. Such instruction is likely to be responsive to children's curiosity and questions about real life and to result in productive learning and positive attitudes toward school and teachers." All my students enjoyed this approach and I will continue to plan multidisciplinary units.
What's Next?
I'm pleased with the way the project progressed and how much everyone (me included) learned. In retrospect, I don't believe this was an inquiry in the truest sense of the word. It was, however, a wonderful way to show students how to use resources and do research, which is a precursor to true inquiry. I have been talking with our media specialist and thinking of how to plan a true inquiry, which she called "passion projects" in the spring. A passion project is when students select any topic they want to learn about, research, and present the information in any way they select. I'm already looking at web-sites and am interested in starting a "genius hour" in my class.
Students lead the way
Gabe, Adrielle, and Lily guided their rainforest exploration by beginning with questions, and they enjoyed that. It gave them some control about what they would be learning about. I realized that I needed to teach more about different kinds of questions as the unit progressed, and I modeled a variety of questions and taught them about open-ended and closed-ended questions. I will definitely continue to infuse that into future units of study and teach students about the pros and cons of each. They also selected the animal they wanted to research, and they each were excited that they could learn about the animal that interested them the most. Next time I will prepare a slideshow with photos of the animal and one or two facts so they can have a better idea of the options.
Student Choice
The primary choice students had was which animal to research. They had choices in the classroom about which books or web-sites to use (which I got from our media specialist), where to sit, who they would like to work with, and how to communicate about saving the rainforest. The rainforest study was structured and integrated all subject areas, which is beneficial for students. The National Council for Teachers of English published a position paper about multidisciplinary learning. "Interdisciplinary instruction capitalizes on natural and logical connections that cut across content areas and is organized around questions, themes, problems, or projects rather than along traditional subject-matter boundaries. Such instruction is likely to be responsive to children's curiosity and questions about real life and to result in productive learning and positive attitudes toward school and teachers." All my students enjoyed this approach and I will continue to plan multidisciplinary units.
What's Next?
I'm pleased with the way the project progressed and how much everyone (me included) learned. In retrospect, I don't believe this was an inquiry in the truest sense of the word. It was, however, a wonderful way to show students how to use resources and do research, which is a precursor to true inquiry. I have been talking with our media specialist and thinking of how to plan a true inquiry, which she called "passion projects" in the spring. A passion project is when students select any topic they want to learn about, research, and present the information in any way they select. I'm already looking at web-sites and am interested in starting a "genius hour" in my class.
Interesting observation
My students were doing their inquiry as I was doing mine. I found that we went through similar stages throughout the process.
My students were doing their inquiry as I was doing mine. I found that we went through similar stages throughout the process.