Following on from the successful 3-month session at the end of last year which you can find here. We are taking it a little easy in February by giving you a 5 minute Youtube clip to watch about Inquiry-based Learning.
How to join in? Follow this post (you can unfollow at any time!) and then watch this video and keep an eye out for the questions which will be posted at the beginning of February. Sign up to my website to join in the conversation and comment. For more information about this forum check out FAQ here
Is the use of Harry Potter as an example helpful in your understanding of inquiry?
Harry Potter is a helpful example because it nicely illustrates the two extremes that are discussed in the video. At the one end we have Professor Umbridge and her wholly textbook-based, teacher-driven approach. At the other, we have Harry and his friends experimenting and working things out for themselves.
This is also a helpful example because it is one that students will understand. Harry Potter remains a popular series and many students will have read the books, seen the movies, and be familiar with the storyline described.
@Stephanie You raise an interesting point. Who do you think this video is aimed at? Is it for teachers or students? If it is for students then I can see how the Harry Potter link is engaging, however, I think that this is more for teachers. If it is aimed at teachers do you think that teachers would immediately connect the busy wand practice exercises shown in the video with what they can practically do within their classroom setting? It certainly is 'nice' to watch but does it get the message across about the different ways that an inquiry can be carried out?
It is a good way to start this video as it does pull you in.
I didn't like this analogy I'm afraid. While I could see where he was going and I agree that it might be helpful for students I doubt I would be able to win teachers over using that example. I think that Inquiry based Learning is far less anarchistic than Harry's class would suggest - it is designed and guided by a number of professionals after all. I also think that likening none inquiry based learning to the very old fashioned book based approach might be starting on the back foot.
2. John talks about the 4 phases of inquiry. Can you see where these link with the stages in the FOSIL cycle?
His four phases were:
1. Orientation
2. Conceptualization
3. Investigation
4. Conclusion
I would suggest that his Orientation phase links to the FOSIL Connect phase where students begin take stock of a topic and think about where the gaps in their knowledge are.
This leads into Wonder or Conceptualization where they then use that to come up with questions that might address those gaps.
I think Investigation is broader than Investigate in FOSIL because it seems to also include FOSIL's Construct phase.
His Conclusion would presumably be comparable to Express and Reflect where results are generated, shared with others and thought about, although the term Conclusion does seem more final (in a 'the end') sort of way than Express and Reflect appear as terms.
@Stephanie Yes I would agree. Do you think it is useful to know that teachers are using this terminology? Would it be useful to use Orientation, Conceptualization, Conclusion alongside FOSIL terminology or do you think it would get confusing?
Although an inquiry does come to an end I think the fact that FOSIL talks about Express and Reflect leaves it open in a way that suggests that there is always something else to learn which I like. Conclusion seems to finalise it in a way that says right that's done now let's move on. However, learning never stops so to encourage further thought on something that is interesting is important even if the project is complete.
@Elizabeth I think it's useful to know both sets of terminology. I think if I was illustrating it to students, though, I would use one or the other. I would be concerned about multiple sets of terms being confusing, especially given the fact that some terms like Investigation seem to be subtly different in the different systems.
3. John makes some suggestions at the end of the video where inquiry could work within the curriculum. Can you give an example of an inquiry based learning session that you were involved with and explain your role.
I have worked alongside several teachers over the years. I want to talk about my Inspirational Leaders inquiry topic with year 6. I was invited to support this topic to see if we could increase quality research by the end of the topic.
I shared this on The FOSIL Group website and it can be found here... https://fosil.org.uk/forums/topic/inspirational-leaders-yr-6/
As a former IB Primary Years Programme (PYP) teacher of many, many years who transitioned to librarian 2 years ago, I feel that the librarian is key in developing the core skills students need for inquiry. Teachers send students to the library with "burning questions" on an ad hoc basis or as part of Open Inquiry/Genius Hour initiatives. I also plan collaboratively on a regular basis with classroom and specialist teachers on how best to integrate explicitly taught information literacy skills, as well as research skills into their inquiries. I would say that this consititutes the largest portion of my role as good quality collaboration takes time. In my school we use models by Kath Murdoch and Kathy Short to underpin our inquiries, which fit very nicely with the FOSIL model.
@Jillian Priestley Is it interesting to hear that the largest part of your role is teaching information literacy. That is not common these days in school libraries. Did you have to encourage your school to make this happen or was it always part of the process? I have not heard of Kath Murdoch and Kathy Short models. I will have to look them up. Thanks for sharing this.
I have not yet worked on a project in our school that works through all the stages of inquiry but I am hoping to get in on the ground floor with 3 interdisciplinary, week long, projects for our year 7, 8 and 9 students. I will be working hard to use a FOSIL based workbook as the core of these tasks. I am hoping that this can be used to showcase the power of this approach particularly with remote learning in everyone's sight. I suspect that I may be able to gather some support as Inquiry based learning should lead to greater independence and therefore be easier to carry out in the absence of physical school.
@Ruth Maloney I am really excited to hear that you have these three projects planned. Can you tell us how you got your school interested FOSIL in the first place? Who did you approach first?
I'm very fortunate to work in a school with a very open and supportive management team. I joined when there had been no Librarian before me so I have been able to shape the role. This included shaping our approach to teaching research and inquiry skills. I've had two line managers since I arrived, both part of our senior team and both very supportive. My current line manager is also closely involved with the IB program and therefore, perhaps, more open to inquiry based learning. In order to move forward with this we will have to work with the MYP (middle years program - year 7-9) coordinators in each department to build a good structure for the school which we can then use to advocate to the senior team and from there the rest of the staff. I'm watching Darryl's work on the FOSIL / IB cross over closely. He's doing really key with in this area.