Inquiry-Based Learning
Theory and Research in Global Learning
My first exposure to inquiry-based teaching and learning was in ECI 524- Theory and Research in Global Learning. By conducting a Global Learning Inquiry Wiki, I was able to construct a compelling question, gather and analyze data and research, write a draft paper, and conclude with a instructional reflection thinking on the lines of the implication for teaching and learning
Theory and Research on Teaching and Learning Social Studies & NC-CSS Conference Session:
My second exposure to inquiry-based learning was through the C3 Framework in ECI 526- Theory and Research on Teaching and Learning Social Studies. After reading the series of articles, I was able to analyze the rationales to the inquiry-based instruction.
With a robust instructional question in mind, teachers and students determine the kind of content they need in order to create a plan to address their questions. This process is an artful balancing act; teachers must preload some disciplinary content when developing questions with their students. At the same time, teachers must provide students with enough content to propel their inquiries without quashing their curiosity or, worse yet, doing their work for them” (Grant, 322). Students would be able to come up with solutions, problem-solve, and provide various perspective to the inquiry. Rather than using multiple choice tests, students are assessed through supporting arguments, debates, group projects, written assessments (whether they’re formal or informal type of assessments).
When I attended the NC-CSS Conference, I was introduced in a more-depth way about the C3 Framework.
In one of the sessions, Dr. Lee had explained in thorough details the C3 Framework for Social Studies Standards. Well, he kind of emphasized that they’re really not called “standards,” but rather indicators would fit better in this case. As Social Studies educators, we need to give the students a chance to interact with the world! That was the biggest point of discussion. Dr. Lee asked, “what do we really want?” He then explained how the C3 Framework came together, and what is the passion that drives this work- and it all came down to the importance of having students learn social studies through inquiry. The C3 Inquiry Arc has 4 dimensions- inquiry, info/content, using information in sources to make claims, and communicating conclusion with others. The inquiry design model was also thoroughly explained and the three different components (questions, tasks, and sources) were mentioned in the session as well. The C3 Teachers Inquiry Design Models can be found on the follow link: http://www.c3teachers.org/ and I look forward to browsing more and learning a lot from it as well. Also, in the session, an example of the C3 Inquiry Framework for WWI was presented: https://ncww1.weebly.com/ and this also gives us an idea of how it all comes together (with having the main question, then five supporting questions, etc).
Global Education Curriculum
My thesis will focus on the teaching of Global Education using inquiry-based learning through a technology enriched curriculum. I will be collaborating with a teacher from Wake County to build the curriculum and will research the implementation of the Global Education curriculum with students from K-7th grade.
Focus:
6th- Inquiry-Based [Climate change, Planet Earth Party, Financial Literacy, etc.]
7th- Inquiry [e.g., Environment]
We have also been thinking about 8th grade being a more Global/Community Outreach and Reflection type class.
