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Nigel Coutts

Moving beyond doing inquiry towards embracing an inquiry stance. - The Learner's Way - 0 views

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    When we adopt an inquiry stance towards learning, we start to see things differently. Taking an inquiry stance towards learning involves a shift in mindset and practice for both student and teacher. It allows us to move beyond doing inquiry towards being inquisitive.
Nigel Coutts

Thinking throughout the Inquiry Cycle - The Learner's Way - 0 views

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    If we believe that all learning is a consequence of thinking, then we should consider what types of thinking our learners are likely to benefit from at each phase of their inquiry. This is where the Understanding Map, developed by Ritchhart, Church & Morrison offers useful guidance. By contemplating the demands of each phase of our chosen inquiry model, we can plan for how we might scaffold thinking moves which will enhance our learners' learning.
Nigel Coutts

Multiple perspectives on an understanding of inquiry - The Learner's Way - 0 views

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    Recently I have been contemplating how we might define inquiry. Like many terms in education, it is often used in multiple contexts and has a range of meanings attached to it. Coming to agreement on what inquiry is, requires negotiating seemingly divergent understandings. If we are to avoid oversimplifications and dichotomous thinking, we need to explore these multiple perspectives and find a balance point.
Nigel Coutts

Fostering a dispositional perspective of curiosity - The Learner's Way - 0 views

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    When we are young, we are naturally curious. We ask many, many questions. As we encounter the world, our consciousness is bombarded by a plethora of opportunities for curiosity. And at this early stage of exploring and discovering the world we inhabit, there is no filter between our sense of curiosity and our expression of our it. If we are curious, we will be asking questions and heaven help anyone close enough to be a potential source of answers. - At school, our relationship to both curiosity and inquiry changes.
Sara Wilkie

An excerpt from our just-released book on Essential Questions | Granted, and... - 0 views

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    "We recommend discussing explicitly the purpose, associated practices, and changed roles that the use of Essential Questions entails. Here are some examples of key ideas framed as sentences to be spoken in class to prepare students for the changes: "There's not a single correct answer for this question. Life is about the consideration of plausible and imperfect alternatives." "Coming to understand important ideas is like fitness: it takes practice over time." "When a question is posted on the wall, it means that we are going to consider it again and again." "Inquiry is not a spectator sport: each of you needs to listen actively and participate." "Everyone is fair game. I won't only call on people who raise their hands." "If and when I or others challenge your comment, it doesn't mean we don't like you or don't value your contribution." "Making mistakes is an expected part of learning. If you never take a risk of making a mistake, you're not likely to improve." "You may find that you are re-considering things that you thought you understood. That is normal - even desirable." Like the care of seedlings, the new rules will require patience, careful nurturing, and constant reminders. Overtime, they will become the norms, allowing big ideas to take root and mature understandings to blossom."
Sara Wilkie

Tips on Inspiring Student Curiosity - Teaching Now - Education Week Teacher - 0 views

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    "teacher-ready tips for stimulating curiosity in others. First, she suggests starting with the question, rather than the answer-which teachers will recognize as the foundation of inquiry-based or discovery learning (see: math teacher Dan Meyer's take on how to make math "irresistible" to students). She then suggests offering some initial knowledge on the subject. "We're not curious about something we know absolutely nothing about," she writes. Again, teachers may know this as "activating prior knowledge" or "setting the stage" before a lesson. Finally, she says it helps to require communication, or "open an information gap and then require learners to communicate with each other in order to fill it." The think-pair-share technique and vocabulary activities that require students to teach each other their words both exemplify this. What would you add to the list? How does stimulating curiosity gel with other motivation tactics-or should teachers think of curiosity and motivation as one and the same?"
Choong Charles

Constructivism as a Paradigm for Teaching and Learning - 0 views

    • Choong Charles
       
      The students are said to bring along prior knowledge. Using the prior knowledge, new knowledge and meaning is constructed. This is also a limitation: constructivism can't take place if student has no relevant knowledge
    • Choong Charles
       
      Constructivism is: 1) Constructed 2) Active 3) Reflective 4) Collaborative 5) Inquiry-based 6) Evolving
Choong Charles

Constructivism as a Paradigm for Teaching and Learning - 0 views

    • Choong Charles
       
      Theory/ Principle
  • it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing.
  • Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding. By questioning themselves and their strategies, students in the constructivist classroom ideally become "expert learners." This gives them ever-broadening tools to keep learning. With a well-planned classroom environment, the students learn HOW TO LEARN.
  • ...7 more annotations...
    • Choong Charles
       
      Example of how constructivism takes place in classroom
  • One of the teacher's main roles becomes to encourage this learning and reflection process.
    • Choong Charles
       
      Role #1
  • For example: Groups of students in a science class are discussing a problem in physics. Though the teacher knows the "answer" to the problem, she focuses on helping students restate their questions in useful ways. She prompts each student to reflect on and examine his or her current knowledge. When one of the students comes up with the relevant concept, the teacher seizes upon it, and indicates to the group that this might be a fruitful avenue for them to explore. They design and perform relevant experiments. Afterward, the students and teacher talk about what they have learned, and how their observations and experiments helped (or did not help) them to better understand the concept.
    • Choong Charles
       
      Example
  • teachers help students to construct knowledge rather than to reproduce a series of facts.
  • The constructivist teacher provides tools such as problem-solving and inquiry-based learning activities with which students formulate and test their ideas, draw conclusions and inferences, and pool and convey their knowledge in a collaborative learning environment.
Doughlas David

One Step Closer To Your Dreams - 1 views

The trains and railways provide speed and ease to travelling passengers. I love trains and that motivates me to Become a train driver. I really want to drive a train myself. I want to take every ...

Become a train driver

started by Doughlas David on 01 Mar 12 no follow-up yet
anonymous

101questions - 1 views

Dean Mantz

techntuit / FrontPage - 15 views

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    Inquiry based format to providing Web 2.0 tools enabling educators to develop 21st Century learning environments.
Nigel Coutts

Maximising student questions in the time of COVID19 - The Learner's Way - 0 views

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    In this time of COVID19 and remote learning or emergency distance learning the value of encouraging students to investigate their questions should not be forgotten.
Nigel Coutts

Collections - The Learner's Way - 0 views

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    This page makes it easy to find information and resources that are relevant to particular concepts, approaches and strategies. Each Collection is curated to serve a particular need and shares a set of resources pooled from The Learner's Way. In time this set of Collection will grow. In addition to articles from The Learner's Way you will be able to find resources designed to help you get started with the key concepts presented. The aim is to produce a set of resources which are readily accessible and of immediate benefit to classroom teachers and school leaders.
khurshid-ahmad

Go On A Relaxing Cruise With Travel Zmart- Travel With Us - 0 views

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Kryssa medelhavet

started by khurshid-ahmad on 14 Jan 23 no follow-up yet
romandavis112

What Are 5 Standards of Critiquing Qualitative Research Designs? - 0 views

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    Qualitative research always focuses on "why" rather than "what". It is a process of naturalistic questioning that seeks comprehension of social phenomena. It relies on the first-hand experience of the people. Qualitative research does not interpret through statistical and logical procedures and uses different inquiry systems. Such systems include case study, biography, grounded theory, discourse analysis and phenomenology. The critiquing qualitative research designs are about their' small scale and biasness. In qualitative research critique, the collection of small samples is on the top. These samples cannot represent the larger population. The impact of such insufficient samples is on the generalizations of outputs. At the same time, it is difficult to consider how the findings are biased
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