All the Mentor Teacher-Teacher Candidate groups were provided with a case study. The purpose of the case study was to identify elements of inquiry-based programs that support and sustain inquiry and elements that might challenge a teacher to initiate inquiry in the classroom. This blog will focus on a Grade Two classroom and how the teacher created a physical and social environment and her pedagogical beliefs about how students learn best in an inquiry-based classroom. Here are samples of some interaction that the teacher is having with her students and the interactions that students are having with each other. This is a great example of how teacher learning gets transferred to student learning.
The question that the Teacher Candidate asked: What is the difference between a traditional classroom and and Inquiry-based classroom?
The Case Study that the Mentor Teacher used as a point of reference to answer the Teacher Candidate's question:
The question that the Teacher Candidate asked: What is the difference between a traditional classroom and and Inquiry-based classroom?
The Case Study that the Mentor Teacher used as a point of reference to answer the Teacher Candidate's question:
For me, the biggest enabler of inquiry learning is asking effective questions. Asking an effective question always leads to deep, rich learning, meaningful discussion and dialogue followed by reflection. The Teacher Candidate in this video asked an effective question and the result was a great reflection by the Mentor Teacher. Effective questioning is a skill that ALL learners need to develop, whether these are students. Teacher Candidates or even mentor teachers. Here is a link to some useful resources on effective questioning:
For Mentor Teachers and Teacher Candidates:
What are some enablers and challengers of an inquiry-based program, according to you?
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