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[pypib]

LE 2: INQUIRY PROCESS Cohort 8: - Ms. Anukriti -Ms. Joanna -Ms. Sridevi -Ms. Greeshma

Many of my teachers feel that student-led inquiry is not appropriate for the learning support students that I work with. Currently they feel more comfortable with teacher-led or teacher-guided inquiry.  However, I know that with the right scaffolding, my students can also follow their interests and curiosities and take more control of their learning.  I believe that inquiry really supports differentiation, but how do I get this message across to my teachers?

Our team have taken up the challenge of Toni’s scenario progress of students learning support. 

Suggestions on basis of Toni’s Scenario:

Reflective Thinking takes place in order to lead them inquire on the current situation. They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

1. The facilitator can trigger the process of learning engagement by asking a question related to a particular line of inquiry, for instance, cultures across the world. This question inspires the learners to think.

2. Allow learners to brainstorm on the theme, learners can have a gallery walk and they work collaborate to  build the central idea and come up with the key concepts which fits the unit of inquiry and the help of provocations learners come up with lines of inquiry.

3. Facilitators can assign independent task to the learners wherein they have the agency to make a choice to either collaborate with each other, or work independently to conduct research with the help of resources and complete the engagement, using learner agency based on their voice and the ability to make choices.

4. Learners can be provided with peer and self assessments.

5. Learners can give their planning of assessments where they are allowed to construct the task. It develops ATL skills and students voice.