As the final piece of my graduate work in education at Memorial University, I had to complete a major research paper on a topic of my choice. Being a teacher interested in student exploration of knowledge, I chose to focus on Inquiry-Based Learning (IBL) in high school social studies. The research work sought to explore the nature of IBL and its implementation in classrooms or schools where standardized methods have a considerable foothold (some elements of this can easily be seen many schools in Newfoundland and Labrador), and to provide some framework or strategies that may help teachers increase the amount of inquiry their students do.
In order to help disseminate the research, I’ve added a section to this website (under the menu) that deals with this topic – it includes a short introduction to the paper and some summary points on the research (characteristics of Standardized Education and IBL, benefits of IBL, the roles of teacher and student in this learning model, as well as a section dealing with incorporating IBL work in the classroom). You can also find a PDF of the paper at the end, for those interested in reading it. If you’re super keen, you can go right to the paper here.
Up until now, I have been using a different website (weebly) for information specific to my classes, while using this one for other educational pursuits. Starting this summer, I will be moving my class site here to help keep everything together in one place. I will keep a similar layout with a page for each course I teach, which will have an announcements section and place for class documents (notes, study guides, and other relevant materials). Essentially, I will be adding a menu that allows access to a page for each course. This will be simpler for me to maintain and make sharing of resources and materials with students and other teachers easier as well.
WordPress is a powerful hosting site in terms of my own web-based needs, and since I already pay for this domain, it only makes sense to get the most out of it for all my education related postings. I will continue to blog periodically about my thoughts on education and inquiry-based learning (more on this later). I’ve also recently begun cycling, so who knows I may post a little bit about that from time to time.
Anyway, the course part of the site is very much under construction and really won’t be populated with course materials until late this summer as a new school year begins. Any thoughts or suggestions on this would be appreciated, so drop me an email or tweet if you feel so inclined.
In World Geography 3202, my class recently covered a section on development of nations that includes discussion of measures used to determine relative levels of development around the world.
As can be seen from the unit outcome above, most of the emphasis here is on economic indicators of development, with five out of seven delineations specifically involving this content. It is important to realize, however, that while economic development is certainly important social development indicators are vital as well. What’s more, there is nothing in the outcome here that has students explore how a country may work towards improving its level of development and assessing challenges that may exist in doing so. I feel that, though it’s technically not in the outcomes, it’s important for students to explore this in order to gain a better understanding of the topic as a whole.
One activity I had my class try was to do a little research on what goals have been set internationally to address socio-economic problems and, therefore, increase quality of life globally. To do this, students engaged in a controlled inquiry of the UN Sustainable Development Goals for the purpose of discovering what challenges the UN has identified as needing immediate attention and what is actually involved in doing so (it’s easy to say poverty should be wiped out, but what is involved in making that happen?). The activity sheet looked as follows (click to download):
Due to time restraints and the fact that I didn’t want to stray too far from the outcomes for this course, this isn’t as indepth an exploration as I would like. I would also like to expand it to include assessment of significance and student judgement of which issues they would consider the most important to tackle by developing criteria to do so. What it does provide, however, is an opportunity for students to research content related to course material that is much more updated than what is provided in the student resource (before this activity, there would be mention of the UN Millennium Goals, the timeframe for which elapsed last year).
The activity is open enough to allow students to collect information on the Sustainable Development Goals, while picking and choosing details that they feel to be the most interesting to them. In column two, they must provide at least two details for each goal (most goals have at least six or seven), so there is some choice on their part and they must question and use their own judgement, informally, to determine which they will focus on.
In a course that desperately needs updating (it places far too much importance on knowledge and memorization over higher level competencies) and a shift of focus to increase relevancy, this kind of short activity can add a little bit more to how students experience the curriculum. It’s a small example of how the teacher can bring the inquiry model into the classroom. Most students enjoyed the activity and were quite engaged during the inquiry process.