Category Archives: Inquiry Journal

Notable ideas from sharing our inquiry projects

Inquiry

– Using L1 speakers as buddies, use visuals with ELL students

– Advise parents not to “sneak out” to avoid further separation anxiety

– There are many ways to flip your classroom

– There is very little evidence for homework

– You can integrate music and fractions

– It takes seven years to fully develop a language

– Grief doesn’t necessarily happen in stages in a linear way

– You can build classroom community using humour

– differentiated learning needs differentiated instruction- so you need to get to know each student

– make lessons and activities according to each students needs

Ideas that really stood out for me today:

“Teacher inquiry is research” (Lewison, in press)

A big question for me when I started my senior project at Queen’s was “Is there truth beyond statistical significance?”. Because of my academic background I had taken many courses on research methodology and the accompanying statistical techniques for analyzing data. I believe that the answer to that question has to do with the identity of the researcher. The conventions of psychology call for specific types of methodology and parameters for what is considered “Good research”.

In my experience I have found that most teachers are not motivated to understand research. It also seems that many researchers understand teachers. Very simply put there is an incompatibility or misunderstanding between those creating the research and those who are meant to consume it. The reason why I like inquiry is that it empowers teachers. It allows them to become active creators of knowledge instead of passive consumers.

I see inquiry as a way that teachers can reclaim educational research in a way that is meaningful to us individually and also collectively as a profession. In the future I hope teacher inquiry is seen as a valid and conventional way to conduct research in the field of education.

Perhaps in the future teacher inquiry will be to education what case studies are to social work.

“When a teacher ceases to be inquisitive about his or her practice- inquisitive about how students learn- then his or her practice ceases to be professional”

Inquiry

– personal question, direct applicability to personal practice

– question can change over time

– can be independent or highly collaborative

– be open to unexpected findings or aha moments

Decisions teachers make, their impact, and what influences them

Teachers make many decisions daily, ranging from the minutia of day-to-day classroom to bigger picture items that can have an effect on children, their families and the community. The teacher makes decisions on the activities of the classroom. Teachers decide which activities are pursued over others and when and where these activities take place. The teacher takes into consideration many factors when making decisions. The most important factors she considers are about the needs of her particular students. She will consider the group (is the group typically loud or quiet? Strong readers? An interest in social justice) and she will also consider the individual learners in the classroom (is there one student who may need extra time? Are there a few students who do better when movement is involved?). Once the teacher has considered the needs of both the group and the individuals within the group she can tailor her activities to best suit her class.

Teachers consider

-Interests

-Group dynamic

-Teacher’s own confidence and needs

-Learning needs

-Abilities

-Physical resources

Vignette:

Mrs. N has chosen to take her class on a walk to the local pizza shop. She has made this decision considering all of the following.

1. The students are studying fractions (interest and curriculum)
2. She has an EA in her classroom and reliable parent volunteers (resources)
3. The group typically lines up quickly and follows directions (group dynamics, teacher confidence)
4. Parents in the classroom are willing to send $2 with their children for pizza lunch (resources)
5. The location of the Pizza place is close enough for her students to walk there (resources)
6. The neighborhood is safe enough to take a group of small children on foot without fear of cars (resources)

Mrs. N’s situation is ideal for this type of trip however

1. IF the students were not studying fractions there is little justification to go
2. IF there were no other adults to accompany her the administration would not approve the trip
3. IF the group did not follow directions quickly it would be better to delay the trip until a point in time that they could
4. IF the classroom was a low SES location it would be insensitive to ask parents to send money
5. IF the pizza place was far away other transport would have to be arranged or the trip would be unsafe or inconvenient
6. IF the neighborhood was in a high traffic area other transportation would need to be arranged

Conclusions: Teachers are responsible for making decisions that are deliberate and justifiable.

Social skills can and should be taught. It’s possible that some students simply don’t know how to say something nice to a friend or give a sincere compliment. I think the Care Wash is a good way to practice the skill of giving and receiving compliments. Furthermore it builds community in the classroom and can give a boost to a student who is feeling low.

How do we teach children to sincerely say something nice to someone else?

1. Give them a little time to think

2. Focus on the inside, not about appearance

3. Give them examples

You are – kind, nice, happy,

You- care about others, ask people how they are, play with me at recess

4. model it in your own sincere interactions with others.

I wonder how students who go through the care wash might feel:

Predictions:  very happy, included, slightly embarrassed, warm, appreciated