As I have explored inquiry learning, the re-search process has resulted in improved search skills and a deepening understanding of why teachers should incorporate broad themes and big ideas in the design of inquiry learning? This question piqued my interest and was pursued because the precept is seemingly at the core of inquiry learning. The scope for inquiring about this inquiry question has expanded because, the more I have learned, the more questions I have – one such related thread has been about the role of questions in probing for deep understanding of big ideas.
The incorporation of broad themes and big ideas is an important aspect in the design of inquiry learning. Advocates of the notion that we have moved from the information age to the conceptual age emphasise the need to counter the constant overload of information by focusing on the understanding of big ideas or concepts (Short, 2009). To manage the overcrowded curriculum Perkins (2012) somewhat provocatively suggests that 90% of curriculum currently taught should be reconsidered as it is possibly a waste of time. The alternative proposal is to identify what is important to learn and plan teaching and learning around understandings of wide scope or big ideas. Core curriculum can be used strategically to build student understanding of big ideas. Wiggins and McTighe (1998, pp. 10-14) advocate that teachers should draw big ideas or key understandings from content descriptors and plan lessons that will assist students to develop an understanding of the big idea. When implemented at a macro school-wide level, interdisciplinary learning can deepen student understandings of big ideas through the exploration of the same concept. The New York City Department of Education describes this potential in a Social Studies Project Based Learning unit on the American Revolution, which focuses on conflict and change. The Language Arts department could concurrently explore the theme of conflict and change through the public’s reaction to new art styles and forms and science teachers might study conflict and change in the animal kingdom. “This interdisciplinary approach will lead students to a multi-faceted and deeper understanding of conflict and change as well as knowledge in all three content areas” (2009, p. 12). This approach is supported by Wiggins (2010) who agrees that when students understand a big idea or concept a mental schema is created that allows learners to transfer understanding across different contexts. If understanding of big ideas is the purpose of an inquiry, questions are the vehicle that delivers understanding. However, not all questions are equal. The type of question asked can determine the depth of intellectual thinking in an inquiry. Cam (2006, p.34) suggests a model for sorting questions to identify questions that could sustain an in-depth inquiry. While Sigel (cited by Elias, 2014) supports using a variety of question types, he goes further to suggest that the way questions are asked is important, specifically the use of follow up questions to probe for understanding. So there it is ... just some of the reasons why teachers should incorporate broad themes and big ideas in the design of inquiry learning and even some tips about how to do it. References
Cam, Philip. (2006). 20 Thinking Tools: Collaborative Inquiry for the Classroom. Camberwell, Vic.: ACER.
Elias, M. (2014, July 14). The Importance of Asking Questions to Promote Higher-Order Competencies. Edutopia. Retrieved from http://www.edutopia.org/ Perkins, David. (2012, May 18). Interview with David Perkins [video file]. Retrieved from https://youtu.be/_CAdXXekKKM New York City Education Department. (2008). Project-Based Learning: Inspiring Middle School Students to Engage in Deep and Active Learning. Retrieved from http://schools.nyc.gov/documents/teachandlearn/project_basedFinal.pdf Short, Kathy G. (2009). "Inquiry as a Stance on Curriculum." Taking the PYP Forward. Melton, Woodbridge U.K.: John Catt Educational. Retrieved from http://www.ibmidatlantic.org/Inquiry_as_stance.pdf Wiggins, J. (2010, June 10). What is a big idea? Authentic Education. Retrieved from http://www.authenticeducation.org/ae_bigideas/ Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development. Curation
While inquiring about inquiry, my re-search uncovered these resources, which I found to be useful to develop my understanding and address my inquiry questions. When you click on a link, if it does not open automatically, you may need to click on the 'view original' button.
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