Inquiry
The inquiry process for me comes very naturally. Everything can be turned into an inquiry, in the sense that students should have the choice and opportunity to change their assignments and projects to suit their individual interests. Besides this openness regarding accepting alternate results, I also have started a few inquiry-based projects which were directed and organized as such.
In Science 9, students could do a research on any type of human cancer, for instance, and then share their results with the class. In Arts, I encouraged students to produce the Sparks Mural as well as the Yorkie Mural using an inquiry format, including a question, a written plan and sketch, as well as a written reflection. My grade 6 students explored their own selfs through biopoems, culminating on a piece of art depicting words from their poem. In Pottery, I encouraged students to create a question that allowed them to explore any musical instrument they felt inspired them, and write about their trials, successes and failures along the way. During Information Technology, students were always able to bring their own versions of the assignments, and transform them as they saw fit, as long as they could prove the same learning.
Most recently, my grade 6 students were able to explore a topic of their choice while they developed a research website, culminating on a presentation and some sort of product (a video, a slideshow, or in some cases, chocolates, cake and even shaved ice!)
Their impressive research on the back history and reason why they picked each topic was truly impressive, and their engagement while using technology made everything worthwhile.
In Science 9, students could do a research on any type of human cancer, for instance, and then share their results with the class. In Arts, I encouraged students to produce the Sparks Mural as well as the Yorkie Mural using an inquiry format, including a question, a written plan and sketch, as well as a written reflection. My grade 6 students explored their own selfs through biopoems, culminating on a piece of art depicting words from their poem. In Pottery, I encouraged students to create a question that allowed them to explore any musical instrument they felt inspired them, and write about their trials, successes and failures along the way. During Information Technology, students were always able to bring their own versions of the assignments, and transform them as they saw fit, as long as they could prove the same learning.
Most recently, my grade 6 students were able to explore a topic of their choice while they developed a research website, culminating on a presentation and some sort of product (a video, a slideshow, or in some cases, chocolates, cake and even shaved ice!)
Their impressive research on the back history and reason why they picked each topic was truly impressive, and their engagement while using technology made everything worthwhile.
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