I wonder...

Week six usually means the same thing for most university students: Midterm exams! In fact, tests and exams have been a fairly consistent feature of my entire educational career. I wrote tests in elementary school. I wrote tests in high school. I wrote tests in college. And, now that I’m in university? You guessed it…more tests!

I shouldn’t complain (even though it seems to be a common theme in my blogs), because I test well. I always have. I think I prefer taking a testing to say writing an essay or preparing a presentation. While I take my studying seriously, I find that for the most part, tests are quick and painless. My problem has always been that I learn the information almost as quickly as I forget it. Once the test is over, say bye-bye to the knowledge. There has to be a better way….doesn’t there?

Perhaps inquiry-based learning is the solution. You may have heard of this before. It goes by other names, such as project-based learning or problem-solving learning, but generally, they all revolve around the same premise: Teachers or students ask relevant curriculum-based questions, which then have to be investigated, answered and documented to demonstrate learning. Other important features of problem-based learning include presenting the results to an audience outside of the classroom, the potential for integrated curriculum and the idea of confronting real-world issues (Drake, Reid & Kolohon, 2012).

The learning can be more teacher-directed (discipline-based inquiry approach), where the teacher sets the parameters of the project in terms of the questions to be asked or the final product requirements (see below) or more student-centred, where the students personalize their inquiries and contemplate questions based on their own interests. These questions guide their learning and the final form the project takes is more uncertain. Many innovative teachers across the country are implementing this learning strategy under the ‘Genius Hour’ designation. The students are often inspired by their own statements that begins with, “I wonder…” (Drake, Reid & Kolohon, 2012). And while this type of learning may be unfamiliar as it relates to my own educational career, I think I can get on board with it.

 The image above is an example of student work within an inquiry-based learning environment, as followed by The Galileo Educational Network. The students were asked to create cigar boxes that demonstrated their idea of Canadian history by designing the box panels with historical images, such as main historical figures or important events. Students were required to research their chosen topics or time periods for historical accuracy, justify their inclusion based on historical significance and work with an expert outside of the classroom who provided specific and informative feedback (Drake, Reid & Kolohon, 2012).

As a prospective history teacher, I immediately gravitated to this idea and began to wonder (see what I did there?) what type of inquiry-based learning projects I could incorporate into my classroom. So I decided to give it a try.

The planning for such a project is nowhere near complete without consideration of ongoing assessment and feedback, the incorporation of 21^st Century technologies and over-arching curriculum expectations (big ideas and enduring understandings). Still, it demonstrates elements of backward design that should inform teaching instruction (Drake, Reid & Kolohon, 2012). Furthermore, I feel it is important to begin trying to get in the teacher mindset – be open to different ideas and teaching strategies, start planning, and above all, think about student learning.

Here’s my idea.

My project asks students to design their own primary source from a chosen time period in Canadian history, which demonstrates their understanding to the question, how can a primary source be used to study and appreciate history?

Step 1: The Know

Students must:

•  Understand what a primary source is.
•  Recognize the various types of primary sources. (I like the idea of providing students with the choice of the type of source they want to create – e.g. map, letter, artifact)
•  Understand that primary sources are created from a specific perspective and for a certain audience, and therefore contain intentional or unintentional bias.
• Understand when and why a primary source may have been created or preserved.

Step 2: The Do

Students should demonstrate the ability to:

•  Plan their investigation and research (inquiry)
• Organize, examine and decipher their research findings
• Communicate their findings through design and present arguments orally/written

 Step 3: The Be

Students should become:

• A problem-solver
• An effective communicator
• An informed citizen

(Drake, Reid & Kolohon, 2012)

So, what do you think? Am I on the right track? I know what you’re thinking – it’s a work in progress. Just keep in mind…I’m still learning!

References:

Drake, S.M. & Reid, J.L. & Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21 Century Learner. Toronto, ON: Oxford University Press.

Image courtesy of:

http://www.galileo.org/initiatives/vmuseum/content/01_Student%20Gallery/08_Box%20Panels/01_Battle%20for%20Canada/07_Battle%20of%20Louisbourg/07_Battle%20of%20Louisbourg/thumb5b.jpg