Blog Post #2

Incorporating the information from the curriculum document and EduGains video, identify some of the challenges of implementing an inquiry approach.

  Magritte, René. Ceci n'est pas une pipe. 1929. 

 

There are various difficulties confronting teachers that desire to implement inquiry study in their classroom.  Some of these challenges are summarized neatly in the Ministry document: The Ontario Curriculum: Social Studies Grades: 1 to 6; History and Geography Grades: 7 and 8.  On page 34 this document states that, “[t]o provide effective instruction, teachers need to consider what they want students to learn, how they will know whether students have learned it, how they will design instruction to promote the learning, and how they will respond to students who are not making progress.” Some suggestions are made in this document as to how to approach these issues.  One method advocated for effective instruction is incorporating differentiated instruction.  Differentiated instruction can help with classroom diagnostics that gauge the readiness and academic capacity of students.  It can also assist in demarcating student interests and learning preferences.

            Coinciding with differentiated instruction is the scaffolding approach to instruction and student learning.  Scaffolding is particularly useful strategy for guided learning.  In particular, it can be used to guide students in the direction of valuable approaches to learning.  Scaffolding can be used to develop a basic understanding of a subject, research skills, and final product development.  Depending on academic ability the independence of student learning can be altered based on both readiness and personal responsibility.
            While instructional approaches are important for inquiry success, learning goals also play an important part for identifying student expectations and organizing project objectives.  If relevant, considerations for interdisciplinary approaches should take precedent.  If such considerations exist, the framework for student approaches and expectations might be narrowed in order to satisfy prearrange unit goals and collaborations.  Meeting the needs of curriculum expectations in this latter capacity may take some careful planning so as to facilitate the may requirements across various disciplines while still maintaining student interest.
            Finally, responding to students that are struggling with the inquiry process can also be tackled with various approaches.  Perhaps the most significant method for doing so is to fully understand student IEPs.  This should reveal both the strengths and weakness of a particular student’s learning preferences and cognitive capacities.  It will also inform instructors as to instructional accommodations, environmental accommodations, and assessment accommodations to implement, if necessary, for each particular student.  Fully understanding these particularities should help instructors to better understand the needs and expectations of their students when they approach their inquiry projects.