Guided Inquiry & Inquiry Learning Models BONUS!
Todd, R. J., Kuhlthau, C. C., & Heinstrou, J. E. (2005). School library impact measure (SLIM): a toolkit and handbook for tracking and assessing student learning outcomes of guided inquiry through the school library [draft]. [New Jersey]: CISSL.
“This guidance and support helps student learn to think though topic content rather than simply trying to find the right answer or repackage specific facts.” (Todd et. al. p.9)
This handbook caught my attention because my classmate and I are currently working on a guided-inquiry unit. The School Library Impact Measure (SLIM) explains the important effect that inquiry based learning has on students and explains step-by-step each piece of the guided-inquiry process. In addition, there is a checklist for how to implement guided inquiry in the library (p. 14) and detailed suggestions of how to implement such learning.
The quotation, “This guidance and support helps student learn to think though topic content rather than simply trying to find the right answer or repackage specific facts,” (Todd et. al. p.9) got me thinking about the boarder meaning of inquiry learning. Although it seems obvious that guided inquiry is engaging and mind expanding, I believe it has a larger implication on learning. In my experience guided inquiry is a necessary exploration in school because it lays the foundation for a student to become a life-long learner. When students are discovering information on what they want to know, finding new pathways to discover information and engaging in meaningful meta-cognition about the experience the have power over their learning. The process inspires learners to take control, change directions and expand their knowledge on topics they want to know about and topics they discover along the way. Allowing for an inquiry experience to occur is therefore the ultimate cure for apathy.
Yet it is difficult; consequently many teachers chose a more focused research approach. As I read through the SLIM, the steps made sense. The work up front by the teacher seemed intense, yet as the possible guided-inquiry projects start to move the students take charge allowing the teacher to be a guide rather than the ultimate giver of information. So what do teachers have to do before they can even attempt guided-inquiry? They must let go of the any notion that they must be in control of the learning. That is not to say that classroom management and guidance goes out the window but it is to say that the student’s interest has to be the guiding factor.
Earlier this year, my students were reading a variety of novels for their literature circles, they were charged with researching any cultural aspect of the novel they were reading. May students were reading Chinese Cinderella by Adeline Yen Mah. Even though foot binding was rarely mentioned in this book many students wanted to research the topic. As the teacher, I was hoping they would research China’s one child policy. Yet, I allowed them to delve where they wanted with the topic. Eventually, the students had come to an a deep understanding of the torture some girls face(d) because of cultural norms. By letting go of my beliefs about what the students should research and allowing them to chose their own path they were able to become experts in foot binding and gain empathy for the girls who went through the process. Because I didn’t dictate what they had to look up, I had kids begging to go the media center, reading and researching after the bell rang. Moreover they were excited to share what they learned by creating multi-media presentations for their classmates.
Between my personal experiences and what I read in this article I am more steadfast than ever to my belief of the importance of inquiry-based learning. As a middle school teacher the biggest battle I face is fighting apathy. If students become inspired through inquiry based-learning, and they do, then it is worth all of the effort on the teacher’s part.
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