WEBVTT 00:00:00.000 --> 00:00:03.929 There's a lot of misconception around what inquiry based learning is. 00:00:04.439 --> 00:00:08.400 I've been scarring forums and Facebook groups for opinions on inquiry based 00:00:08.400 --> 00:00:13.110 learning, and it's quite disconcerting to see just how many educators out there 00:00:13.320 --> 00:00:15.570 have a negative view about inquiry. 00:00:16.400 --> 00:00:21.030 There very clearly is not only a lack of knowledge, but a lack of practice too. 00:00:22.020 --> 00:00:23.820 I am innately 00:00:23.880 --> 00:00:27.840 an inquiry educator always have been, always will be. 00:00:28.529 --> 00:00:32.159 I have always been someone who asks a lot of questions. 00:00:32.429 --> 00:00:36.540 I don't easily accept the status quo and I am always looking for 00:00:36.540 --> 00:00:38.519 ways to improve the things I do. 00:00:38.879 --> 00:00:44.190 Whether that's teaching kids, baking a loaf of sourdough bread or sewing a dress. 00:00:44.790 --> 00:00:49.140 I do not do boring nor do I do half measures. 00:00:49.500 --> 00:00:52.800 I'm one of those who will say, if you're going to do something, do it 00:00:52.800 --> 00:00:56.279 well, or don't bother doing it at all. 00:00:56.879 --> 00:01:01.710 You probably get a very good idea now of the type of work ethic and my 00:01:01.739 --> 00:01:06.720 own children will have because they have a mother who never accepted 00:01:06.720 --> 00:01:09.750 anything other than just do your best. 00:01:09.780 --> 00:01:11.070 Doesn't matter what that is. 00:01:11.430 --> 00:01:13.109 But you do your best. 00:01:14.000 --> 00:01:17.240 I don't leave anything ever out on the table. 00:01:18.470 --> 00:01:20.600 And it's because of 00:01:21.369 --> 00:01:25.570 the way I think, and the way I function, always wanting to do my best in 00:01:25.570 --> 00:01:31.119 everything I do, this was probably the whole reason why I embraced inquiry 00:01:31.390 --> 00:01:34.420 because I saw how it fulfilled a need. 00:01:34.810 --> 00:01:38.289 How children loved playing loved doing their own thing. 00:01:38.619 --> 00:01:42.160 They were excited about things like finding a bug on the playground. 00:01:42.700 --> 00:01:45.160 Now, I'm not going to go into my personal story here. 00:01:45.220 --> 00:01:47.710 And if you want to know about that, you'll have to listen 00:01:47.710 --> 00:01:50.410 to episode 38 after this one. 00:01:51.490 --> 00:01:54.910 But now today, I would just want to have a look at what are educators out 00:01:54.910 --> 00:01:58.089 there actually saying about inquiry. 00:01:58.659 --> 00:02:04.149 And I'm going to quote from people on the internet and then we're going 00:02:04.149 --> 00:02:07.450 to debunk these misconceptions. 00:02:08.289 --> 00:02:09.190 Here's number one. 00:02:09.820 --> 00:02:14.530 It's just pie in the sky philosophy that colleges teach to eager 00:02:14.530 --> 00:02:16.750 young prospective teachers. 00:02:16.990 --> 00:02:18.579 Well what can I say about this? 00:02:19.119 --> 00:02:21.730 Firstly, I wish colleges taught eager young perspective 00:02:21.760 --> 00:02:23.410 teachers an inquiry approach. 00:02:24.010 --> 00:02:26.739 I don't know about what happens in other parts of the world, but here in 00:02:26.769 --> 00:02:31.059 Australia, I feel as though graduates start off very ill-prepared for inquiry. 00:02:31.510 --> 00:02:34.720 The traditional teaching approach and explicit instruction still 00:02:34.750 --> 00:02:36.609 forms the mainstay pedagogy. 00:02:37.239 --> 00:02:42.910 Inquiry is a very real and happening pedagogy. 00:02:43.149 --> 00:02:45.040 It's not some wishful thinking. 00:02:45.489 --> 00:02:50.290 Although I must say my wish is that it is embraced by more educators so that 00:02:50.290 --> 00:02:52.239 we have fewer disinterested children. 00:02:52.540 --> 00:02:55.540 And more curious children who can actually think for themselves, 00:02:55.780 --> 00:02:57.489 question and problem solve. 00:02:57.910 --> 00:03:00.309 To me this is what education should be. 00:03:00.309 --> 00:03:02.440 It's not just talk back like a parrot. 00:03:02.829 --> 00:03:05.619 Not kids sitting in rows, bored out of their minds. 00:03:06.160 --> 00:03:10.510 So if colleges are teaching eager young teaching graduates, how to teach with 00:03:10.510 --> 00:03:13.929 inquiry mindset, I say good on them. 00:03:14.230 --> 00:03:18.850 At least those teachers won't be bored or boring, and their students 00:03:18.880 --> 00:03:22.959 will love learning instead of leaving schools in droves to be homeschooled. 00:03:24.160 --> 00:03:25.809 Hmm just thought I'd mention that. 00:03:26.500 --> 00:03:28.179 Here's another misconception. 00:03:28.690 --> 00:03:34.359 This person says the concept of inquiry based learning is wonderful, well we're on 00:03:34.390 --> 00:03:39.459 the same page about that, I think that in practice, most students aren't good enough 00:03:39.489 --> 00:03:45.040 critical thinkers to ask engaging enough questions to shape an entire curriculum. 00:03:45.670 --> 00:03:50.019 Inquiry based learning ignores the fact that they are time constraints 00:03:50.019 --> 00:03:53.739 and standards that need to be covered for future learning. 00:03:54.579 --> 00:03:58.540 Well, this educator sees the value. 00:03:59.109 --> 00:04:02.560 But probably doesn't have the support, knowledge or skills to 00:04:02.560 --> 00:04:05.409 develop his or her pedagogy properly. 00:04:06.010 --> 00:04:06.880 So here's the thing. 00:04:07.510 --> 00:04:11.349 Questioning and critical thinking are strategies that need to be taught. 00:04:11.829 --> 00:04:18.310 Both these skills should and can be taught in any subject area. 00:04:18.880 --> 00:04:21.849 Everything from English to mathematics to Science, social 00:04:21.849 --> 00:04:23.890 studies, art and even health. 00:04:24.340 --> 00:04:29.950 Questioning and thinking skills should be the mainstay of any good classroom. 00:04:30.640 --> 00:04:34.180 Students need to be taught how to ask good questions. 00:04:34.420 --> 00:04:36.880 Have you noticed that kids don't ask questions anymore? 00:04:36.909 --> 00:04:41.650 And when they do, they're really simple, shallow closed questions. 00:04:42.409 --> 00:04:45.469 . Some closed questions are great questions, but we're getting sort 00:04:45.469 --> 00:04:49.729 of like monosyllabic answers and there's really no, meatiness. 00:04:49.729 --> 00:04:51.799 There's no thinking to their questions. 00:04:52.549 --> 00:04:54.439 What good questions look like. 00:04:54.919 --> 00:04:56.389 We need to teach them this. 00:04:57.020 --> 00:05:00.439 We need to teach them what good questions sound like and how to 00:05:00.439 --> 00:05:02.359 find answers to those questions 00:05:02.509 --> 00:05:07.429 through exploration, through reading, through investigation, through games 00:05:07.579 --> 00:05:13.249 and any one of a hundred other ways they can explore questions and problems. 00:05:14.270 --> 00:05:20.389 So I think that what we have here is a misconception that inquiry 00:05:20.389 --> 00:05:24.169 is a separate subject, which takes away from the core curriculum. 00:05:24.979 --> 00:05:29.989 Questioning should be happening at all times, and in all subjects. 00:05:30.379 --> 00:05:33.919 When we ask students to read a piece of comprehension in English, and 00:05:33.919 --> 00:05:35.809 then answer questions on the text. 00:05:36.169 --> 00:05:39.530 They are engaging somewhat in inquiry. 00:05:39.829 --> 00:05:41.299 They're looking for answers. 00:05:41.759 --> 00:05:45.119 When we set a math problem solving question and we supply children with 00:05:45.119 --> 00:05:47.729 manipulatives to figure out the answer. 00:05:47.939 --> 00:05:50.700 Perhaps, even in a small group or even individually, 00:05:51.090 --> 00:05:53.189 they are engaging in inquiry. 00:05:53.849 --> 00:05:57.929 When we ask children to use materials and a variety of loose paths 00:05:57.960 --> 00:05:59.700 to demonstrate the water cycle. 00:06:00.030 --> 00:06:03.599 They are in fact, engaging in inquiry. 00:06:04.419 --> 00:06:10.299 And if you skilled enough or simply just keen enough, you'll be asking really good 00:06:10.299 --> 00:06:15.219 essential questions and teaching your students how to recognize and ask good 00:06:15.219 --> 00:06:21.489 questions in every subject area, so that they can develop critical thinking skills. 00:06:21.909 --> 00:06:27.219 It's not about eeking out more time in your already over-scheduled 00:06:27.249 --> 00:06:30.429 busy day to fit this in. 00:06:30.759 --> 00:06:35.139 It's about developing a mindset so that each subject is being 00:06:35.139 --> 00:06:37.599 taught through a lens of inquiry. 00:06:38.859 --> 00:06:39.969 Does this make sense? 00:06:40.479 --> 00:06:44.259 I have several resources around this and I'll leave links for 00:06:44.259 --> 00:06:47.049 you in the show notes, so you can check them out afterwards. 00:06:47.499 --> 00:06:51.519 And by the way, at the end of this episode, I'm going to be sharing how 00:06:51.519 --> 00:06:56.559 you can learn to implement inquiry across all subject areas using my 00:06:56.559 --> 00:07:00.039 very own tried and tested methodology. 00:07:00.879 --> 00:07:02.109 Here's the next misnomer. 00:07:03.429 --> 00:07:07.809 Unless you get the super smart kids, most students don't have enough work 00:07:07.809 --> 00:07:09.999 ethic for inquiry based learning. 00:07:10.989 --> 00:07:11.409 What. 00:07:11.889 --> 00:07:14.079 Again, Where does this come from? 00:07:14.679 --> 00:07:15.729 Let me tell you something. 00:07:16.389 --> 00:07:21.249 My classrooms and lessons have always had inquiry woven into them across 00:07:21.249 --> 00:07:23.019 the board in every subject area. 00:07:23.559 --> 00:07:28.030 Yes, smart kids thrive on inquiry based learning, especially 00:07:28.030 --> 00:07:29.259 when it comes to projects. 00:07:29.289 --> 00:07:34.209 They love having that autonomy to explore a topic and then decide on their own 00:07:34.209 --> 00:07:36.129 product for delivery and presentation. 00:07:36.729 --> 00:07:43.179 But similarly, those kids that need more scaffolding love inquiry too, especially 00:07:43.389 --> 00:07:45.280 when they can choose their own project. 00:07:45.699 --> 00:07:49.059 It means that they can actually learn about something that 00:07:49.059 --> 00:07:50.829 they aren't interested in. 00:07:51.369 --> 00:07:55.299 And when that happens, it changes their attitude towards school. 00:07:55.479 --> 00:07:58.869 And suddenly they start trying harder in their reading and they 00:07:58.869 --> 00:08:01.449 just generally happier at school. 00:08:02.079 --> 00:08:06.999 And of course while the more able students are working independently, 00:08:07.239 --> 00:08:11.319 that frees you up to scaffold those learners that need more help. 00:08:11.619 --> 00:08:16.030 Like most teachers, I always have the full gamut of children in my class. 00:08:16.299 --> 00:08:20.709 From those that need extra help to those that attend gifted and talented programs 00:08:21.099 --> 00:08:26.289 and never has inquiry been an obstacle, actually, it's been quite the opposite. 00:08:27.130 --> 00:08:31.270 When it comes to work ethic, surely we're demanding excellence, and 00:08:31.270 --> 00:08:34.929 setting high standards for all our learners across the board, in all 00:08:34.929 --> 00:08:38.260 subject areas, including our routines. 00:08:38.559 --> 00:08:42.699 Things like consistently only accepting their best work, 00:08:42.969 --> 00:08:46.449 ensuring that their cubbies and desk drawers are neat and tidy. 00:08:46.780 --> 00:08:50.229 That they're gluing sheets in correctly and neatly and producing 00:08:50.229 --> 00:08:51.819 work that they are proud of. 00:08:52.390 --> 00:08:57.219 When we're consistently modeling these behaviors and following through with 00:08:57.250 --> 00:09:03.370 our expectations every single day, work ethic becomes ingrained in our learners. 00:09:04.000 --> 00:09:05.050 And unfortunately. 00:09:05.050 --> 00:09:07.719 Uh, not all children come to us with good work ethic. 00:09:08.050 --> 00:09:12.209 It's up to us to teach them through our daily systematic 00:09:12.420 --> 00:09:16.109 explicit actions and expectations. 00:09:16.530 --> 00:09:17.370 Work ethic 00:09:17.400 --> 00:09:19.890 isn't something we expect for inquiry. 00:09:20.219 --> 00:09:24.599 It's something we embed every day in our teaching and learning 00:09:24.599 --> 00:09:26.069 and are in our routines. 00:09:27.270 --> 00:09:28.140 Gee whiz. 00:09:28.920 --> 00:09:30.510 Here's the next misconception. 00:09:31.349 --> 00:09:35.430 I would love to teach in an inquiry based approach, but I don't think 00:09:35.430 --> 00:09:39.689 my students are motivated enough for that to occur effectively. 00:09:40.290 --> 00:09:43.949 O M G you know why students aren't motivated. 00:09:44.219 --> 00:09:46.740 Because they're bored out of their cotton picking minds. 00:09:46.740 --> 00:09:47.819 They're not curious. 00:09:48.150 --> 00:09:50.160 There's nothing that interests them. 00:09:50.830 --> 00:09:52.570 Inquiry is not the problem. 00:09:53.020 --> 00:09:54.910 It's the pedagogy that's the problem. 00:09:55.450 --> 00:09:58.790 If you're actually adopting an inquiry approach and you're 00:09:58.810 --> 00:10:00.610 teaching across subject areas. 00:10:01.300 --> 00:10:03.610 Students will actually be motivated. 00:10:03.910 --> 00:10:04.510 Why? 00:10:04.870 --> 00:10:08.950 Because inquiry is the only approach that gets kids curious. 00:10:09.310 --> 00:10:11.980 And when kids are curious, they love learning. 00:10:12.550 --> 00:10:16.000 Of course, a hundred percent success rate is always the dream. 00:10:16.360 --> 00:10:19.930 But there'll always be one that doesn't meet that quite a hundred percent. 00:10:20.350 --> 00:10:24.939 But in general, the majority of students thrive in an inquiry environment. 00:10:25.650 --> 00:10:29.460 In the course that I'm developing to help educators integrate inquiry 00:10:29.490 --> 00:10:33.870 across all subject areas and still meet curriculum requirements. 00:10:34.410 --> 00:10:37.410 I'll teach you how inquiry sparks children's interest 00:10:37.770 --> 00:10:39.090 and gets them motivated. 00:10:39.540 --> 00:10:42.960 Stay with me and I'll be giving you all the details about that 00:10:42.960 --> 00:10:44.700 at the end of this episode. 00:10:45.360 --> 00:10:46.650 Here's the next misnomer. 00:10:47.430 --> 00:10:51.600 Inquiry works well under very special conditions, such as small 00:10:51.600 --> 00:10:53.730 class sizes under 30 students. 00:10:54.180 --> 00:10:58.770 Adequate funding, lab stations, one-on-one laptops, project materials, et cetera. 00:10:59.189 --> 00:11:02.100 And a lot of time to explore and debrief topics. 00:11:02.580 --> 00:11:06.450 Having an education or classroom aid seems to help a bit. 00:11:07.140 --> 00:11:07.620 Okay. 00:11:07.950 --> 00:11:10.740 So some of what this educator says is true. 00:11:11.250 --> 00:11:16.170 But again, the statement is made as though inquiry is a separate subject, 00:11:16.380 --> 00:11:18.480 which it most definitely is not. 00:11:18.990 --> 00:11:23.130 Teaching with an inquiry mindset can either be done well or poorly. 00:11:23.580 --> 00:11:28.350 Just the same way as explicit teaching can be done well or poorly. 00:11:28.920 --> 00:11:33.000 Any strategy, whether it's explicit instruction, small group cooperative, 00:11:33.000 --> 00:11:35.550 learning, questioning, peer teaching. 00:11:35.730 --> 00:11:40.680 All of it is always easier with small class sizes and an extra pair of hands. 00:11:41.160 --> 00:11:44.760 And yes, if you're going to have an inquiry classroom, of course you will 00:11:44.760 --> 00:11:49.470 need resources that students can refer to when they're doing research and reading 00:11:49.470 --> 00:11:51.270 to look for answers or information. 00:11:51.720 --> 00:11:55.140 But you don't need a one-on-one iPad program. 00:11:55.470 --> 00:12:00.300 In fact, I prefer not to have iPads in early childhood at all. 00:12:00.820 --> 00:12:05.350 But that does mean you have to ensure that there are resources 00:12:05.470 --> 00:12:10.990 that children can access things like books, images, articles, magazines, 00:12:11.020 --> 00:12:13.990 newspapers, atlases, maps, and Globes. 00:12:14.680 --> 00:12:19.570 But with a bit of imagination, resources can be accessed through the 00:12:19.570 --> 00:12:24.070 school library, through donations, through charity shops and grants. 00:12:24.730 --> 00:12:29.290 And of course you should debrief any good teacher will do that 00:12:29.530 --> 00:12:34.540 reflection and feedback forms part of every good teaching practice. 00:12:34.570 --> 00:12:36.160 It's not just part of inquiry. 00:12:36.730 --> 00:12:42.230 In fact feedback is one of the top 10 high impact teaching strategies that are 00:12:42.250 --> 00:12:44.710 recommended for high impact teaching. 00:12:45.190 --> 00:12:50.110 I'll leave a link to the article and podcast where I discuss the 10 high impact 00:12:50.110 --> 00:12:54.130 teaching strategies and were inquiry fits within these in the show notes. 00:12:54.820 --> 00:12:56.230 Here's the next misnomer. 00:12:56.920 --> 00:13:00.550 Inquiry based learning is 90% edubabble nonsense. 00:13:00.940 --> 00:13:05.020 What I would say is that as often as possible, let kids choose topics and 00:13:05.020 --> 00:13:09.790 projects, be guided by what interests them and ignore the rest of the BS. 00:13:09.940 --> 00:13:12.250 They now call inquiry based learning. 00:13:12.520 --> 00:13:15.880 It's turning into some form of educational snake oil. 00:13:16.390 --> 00:13:17.920 This one really made me smile. 00:13:18.130 --> 00:13:20.980 I did have to censor this one a little for nice family-friendly 00:13:20.980 --> 00:13:22.330 podcasts, such as this one. 00:13:22.720 --> 00:13:24.880 But I also get where this person's coming from. 00:13:25.570 --> 00:13:29.440 Actually, this person is an inquiry educator at heart, 00:13:29.770 --> 00:13:31.480 although they might not realize it. 00:13:32.620 --> 00:13:37.600 This educator values agency, allowing children to choose their own topics 00:13:37.600 --> 00:13:41.170 and projects, and furthermore, be guided by what interests them. 00:13:41.650 --> 00:13:46.810 This forms, the heart of inquiry based learning, whether you realize it or not. 00:13:47.230 --> 00:13:51.940 I would agree that sometimes there is a lot of inquiry language or 00:13:51.940 --> 00:13:54.520 educational language around inquiry. 00:13:54.850 --> 00:13:59.440 And in fact, I would argue you get that with any strategy or methodology. 00:13:59.920 --> 00:14:03.070 And yes, I guess sometimes things can be made to sound more 00:14:03.070 --> 00:14:05.050 complicated than they really are. 00:14:05.500 --> 00:14:10.690 When fundamentally at its roots inquiry is just about getting children to 00:14:10.690 --> 00:14:14.980 think and wonder, and then help them discover the answers to their questions. 00:14:15.490 --> 00:14:19.750 It's also about giving children autonomy to have opportunities to 00:14:19.750 --> 00:14:22.060 explore things they are interested in. 00:14:23.080 --> 00:14:26.380 We don't need highfalutin language. 00:14:26.740 --> 00:14:29.830 There is nothing highfalutin about inquiry. 00:14:30.190 --> 00:14:35.770 It's simply one of many strategies that keeps that curiosity that 00:14:35.800 --> 00:14:37.900 every child is born with alive. 00:14:38.470 --> 00:14:44.110 And too often, children's curiosity is being squashed by sub-par boring 00:14:44.140 --> 00:14:47.860 teaching strategies that really have no place in a classroom. 00:14:48.340 --> 00:14:52.120 Schools and classrooms should be places not only of excellence, but 00:14:52.120 --> 00:14:54.850 places where children's rights to play, 00:14:54.970 --> 00:14:58.330 curiosity and exploration are honored and celebrated. 00:14:59.050 --> 00:15:02.470 And I think it's time to embrace inquiry in all its forms. 00:15:02.890 --> 00:15:04.390 And see it for what it is. 00:15:04.630 --> 00:15:07.000 It's not some pie in the sky philosophy. 00:15:07.270 --> 00:15:09.430 It's a practical pedagogy. 00:15:09.790 --> 00:15:12.700 That puts the child's rights at the center. 00:15:13.490 --> 00:15:17.450 Now it's time to share that something special I mentioned earlier. 00:15:18.050 --> 00:15:24.680 I am putting together, what will be my signature course called inquiry 00:15:24.770 --> 00:15:30.860 1 0 1 for all educators who want to honor the child's right to curiosity, 00:15:31.100 --> 00:15:33.740 autonomy and playful learning. 00:15:33.790 --> 00:15:37.930 The course, modules are still being developed, but they will encompass 00:15:37.960 --> 00:15:41.350 everything from your inquiry mindset to the practical steps 00:15:41.350 --> 00:15:46.840 to take, to plan and execute your lessons through an inquiry lens. 00:15:47.380 --> 00:15:52.300 And I'm offering you my wonderful listener, the opportunity to sign 00:15:52.300 --> 00:15:55.030 up and join the prelaunch list. 00:15:55.719 --> 00:16:00.459 This means that if you have signed up and you've put your name on the prelaunch 00:16:00.459 --> 00:16:03.939 list, you will receive a 50% discount, 00:16:04.060 --> 00:16:08.439 that's half price, on the price of the course when it launches. 00:16:09.370 --> 00:16:13.150 Anyone not on this prelaunch list will pay the full price 00:16:13.150 --> 00:16:14.680 of the course when it launches. 00:16:15.219 --> 00:16:20.560 So simply register your interest by getting on the prelaunch list and become 00:16:20.560 --> 00:16:28.090 part of the first signature inquiry 1 0 1 course for curious educators, like you who 00:16:28.090 --> 00:16:34.660 want to break free from the status quo and embrace a new and better way of teaching. 00:16:35.530 --> 00:16:40.090 I can't wait to welcome you to your very own personal 00:16:40.090 --> 00:16:42.100 professional development course. 00:16:42.550 --> 00:16:46.480 To register and put your name on that prelaunch list, you need to go to 00:16:46.480 --> 00:16:52.510 resources.bloomingcurious.com/prelaunch1 0 1. 00:16:53.020 --> 00:16:55.449 I cannot wait to see you there. 00:16:55.780 --> 00:16:57.790 And I'll put a link in the show notes for you 00:16:57.969 --> 00:17:00.010 so make sure to find it there. 00:17:00.590 --> 00:17:03.680 I hope that today's episode shed some light on all these 00:17:03.709 --> 00:17:06.020 misconceptions out there about inquiry. 00:17:06.469 --> 00:17:11.329 And that you're starting to see that inquiry isn't a separate subject that 00:17:11.329 --> 00:17:18.980 sucks up even more time, but simply a lens or a mindset through which we teach. 00:17:19.520 --> 00:17:23.929 If you found this episode useful, helpful, or just plain interesting, 00:17:24.409 --> 00:17:28.250 please click that share button and share it with a couple of friends. 00:17:28.369 --> 00:17:32.719 That's the only way this podcast will make its way into more people's 00:17:32.750 --> 00:17:36.710 ears and further up the charts and the higher up the charts it goes, 00:17:36.920 --> 00:17:41.480 the more people see it, the more children's lives will be changed and 00:17:41.480 --> 00:17:45.830 they will remain curious instead of it petering out by the age of six. 00:17:46.790 --> 00:17:48.710 So I will see you all next week 00:17:48.740 --> 00:17:53.840 same time, same place, but hey, don't forget to hit that share button, and 00:17:53.840 --> 00:17:55.730 get your name on that prelaunch list. 00:17:56.120 --> 00:18:00.170 And until next week, I want you to stay blooming, curious.