Pursuing The Desire To Inquire

 

Stop # 4: Pursuing the Desire To Inquire

What is inquiry-based learning and why is it so powerful?

After learning about all of the different instructional models this week in Social Studies Methods, Dr. Ludmila Smirnova asked us to take our understanding to the next level by analyzing a series of lessons that were posted on our class website. Of this expansive list, the lesson that I chose to analyze and evaluate was entitled "What Is Place To You?".  Although there are a few things that I would change in terms of the overall structure of this presentation, I decided to select this lesson because I was excited by the concept associated with its design. In fact, I found it very unique to all of the other choices presented in this week's forum, and for that reason, I was immediately hooked. As evidenced by the fact that this entire activity, is built on one central question, it is clear to see that this lesson follows the information processing model of inquiry-based instruction. However, as is the case with many good quality lessons, I believe that an argument could be made that this activity appeals to the social interactive model of cooperative learning as well, depending on how the teacher chooses to frame their class discussion.

 

In order to understand the various components of this lesson and the educational skills, strategies, and models associated with its design, we must first take a step back and review the rationale for this particular experience. In the "What Is Place To You?" lesson, students are tasked with racing around the globe through a virtual simulation experience. The ultimate goal is to use this activity to open the student’s eyes to the wide variety of ways that people live and thrive within their particular ‘place’ in this world. It is the teacher’s hope that the case studies and powerful testimonials will help to broaden the students’ perspective about the effect that one's location may have on both their lives and the lives of others. In an effort to encourage exploration and reflection, students are required to record their experiences by writing about each of the locations that they visit throughout their journey. As seen on the slideshow attached to this post, students are provided with links to videos and other interactive resources in hopes of providing them with a baseline experience on which they can write about the top attractions, history, and activities associated with each area. It is the teacher's hope that the students’ will take this initial assignment one step further by performing additional research outside the classroom in order to generate a more comprehensive product.

 

Now that we are familiar with the concept of this lesson, let us take a moment to relate this information back to this week’s assignment in order to break the activity down into its associated educational model, strategy, method, and student skills. As stated earlier, this lesson is primarily an inquiry lesson in which students review, analyze and investigate data in order to formulate and test a hypothesis that answers the teacher’s central question. In this case, the question is: what is "place" to you? As stated by the National History Education Clearinghouse "Inquiry lessons introduce students to the "doing" of history. By using evidence to investigate historical questions, students are given the opportunity to see that history is not just a collection of facts, but rather a rigorously constructed set of arguments. As students encounter new and in some cases contradictory evidence, they are asked to reconsider their initial views, learning that interpretations of the past can change based on the available historical evidence" (Teachinghistory.org, 2018). If the children are asked to debate these concepts in small groups and discuss their own personal hypotheses with each other, then we may also be able to incorporate elements of the social interactive/cooperative learning model. In terms of the instructional strategy and methods associated with this lesson, we primarily see an indirect strategy complete with case studies, inquiry, and concept formation. This lesson is not only incredibly powerful but also tremendously moving. It is for this reason that I believe a great deal of reflective discussion will stem forth from its teaching. In fact, if you take a moment to look at the Padlet embedded in this PowerPoint, you will begin to see the validity of my claim. It appears that a great deal of students feel so moved by the case studies embedded in this lesson that they felt inspired to branch out and reconsider their original responses and feelings regarding the central question in order to develop a more comprehensive and inclusive conclusion. This is exactly what inquiry-based instruction is all about!

 

Although I feel that this lesson could have included more interactive technological resources following each of the case studies, I was impressed by the amount of technology infused into the lesson. The entire structure of its design is built on video clips and immersive simulations where students have the opportunity to feel as though they are traveling all around the world. By taking a moment to step back and view the world through someone else’s eyes, students are able to reflect on the many similarities and differences that exist between us as human beings. They are given the opportunity to experience the many different cultures, languages, and ways of life that help to make this world so spectacular, and in doing so, are prompted to reflect on their own privileges and blessings. For this reason, I believe that this lesson has great pedagogical significance. In fact, I feel that stories are so powerful and moving that one day I may use this exact lesson (with a few minor tweaks) to start my class’s social studies journey at the beginning of the school year.

 

Interested in learning more about the Information Processing Model of Instruction and why it is so important to me?

 

Watch the brief video that I created on this topic for more information!