Of all the blog posts I have written, the one that has been read, reposted and mentioned most often- is “How do inquiry teachers teach?” http://www.kathmurdoch.com.au/blog/2014/02/21/how-do-inquiry-teachers-teach
That was back in 2014. In the intervening years, more and more of my work has centred on the question of how. Looking back, it strikes me that this work has provided an important balance of emphasis. I am passionate about designing (planning) for inquiry. In order to understand the demands and possibilities of inquiry, it is vital to build capacity around the planning table - for teachers to know how to design for inquiry through conceptual, rich, authentic experiences and the use of a cycle or framework that scaffolds thinking from the known to the new. This work is about going beyond ‘planning activities’ and remains an essential element of the expertise necessary to use inquiry effectively. But without a parallel focus on pedagogy, the application of our plans to the classroom can fall well short of our intentions. In the end, it is the way we teach that makes the most difference to learning. I have been avidly reading my advance copy of Guy Claxton’s wonderful new book “The Learning Power Approach” and this really resonated with me:
"How we teach slowly shapes the way young people respond to the unknown – to change, challenge, complexity and uncertainty….Our teaching can steer them toward becoming more positive, confident, and capable in the face of difficulty. OR it can steer them toward becoming more timid, dogmatic and insecure." (Claxton, 2018: 34)
What we teachers DO, SAY and think matters. More than any program or unit plan.
Over the last few years, I have had the joy of collaborating with hundreds of teachers in a quest to dig deeper into the pedagogy of inquiry. We have watched each other at work, co-taught and stripped lessons back to the minutiae of instructional practices. Informed by some of the work of Hattie, Marzano, Johnson, Dweck and others I have been gradually building up a more cohesive repertoire of key practices to which I return often.
So a new book is on its way! This book is based on 3 years of observation, experimentation and research into the essential practices of the inquiry teacher. (Like giving birth, each book I have written has been followed with the words “I am never doing that again.” But the memory of the pain fades and the urge to write, create, design and share returns!!!)
I am doing something I have not done before. I am using this post to share the bones of the book - the essential framework of the practices. And I would love feedback. I’ve been playing around with these words/phrases for nearly 3 years now. I have tweaked, changed, added, removed along the way. My intention is to capture the essence of the practices in a key word or phrase. The detail and the practical ‘how to’ will be in the book - but this is the essence.
The practices reflect what we have noticed when teaching 4-12 year olds. This is my area of experience and expertise and although my instincts tell me much is transferable, I acknowledge that the source of this work is extensive, long term work in the early-childhood through to primary setting. I don’t have the consistent, lived experience of working with secondary school students (although taught in a University for 10 years) so I am not going to profess that these practices are the right fit – but it would be interesting to hear....
Ten Practices of the Inquiry Teacher
(not really in order...)
1. Cultivate curiosity
Inquiry teachers provoke, model and value curiosity – and they do this in a myriad of ways. Curiosity is nurtured through the way the learning space is curated, the kinds of questions asked, the extent to which the learners’ questions are valued and through the deliberate, infectious modelling of curiosity by the teacher themselves.
We all agree that questions lie at the heart of true inquiry. Inquiry teachers elicit learner’s questions and often use these to help drive learning encounters. But the role of the question in the inquiry classroom goes far deeper than displaying a wonderwall. Inquiry teachers know how to ask the right questions. They use questioning to guide the learner to think deeply. They ask more than they tell. Inquiry teachers question what they and others think - they question their own practice on a regular basis.
Perhaps the most powerful word in this suite of practices. Inquiry teachers are all about connection. They design journeys of inquiry with and for learners that help them see connections across learning areas and between ‘school’ learning and the world beyond school. Inquiry teachers value the connections they have with others – students, colleagues and the broader community. They teach kids how to collaborate as they investigate problems, projects and passions.
I offer this word cautiously. I prefer it to ‘let go’, it is more like ‘letting out’ as one does a kite string. Sometimes this is gradual, sometimes this is immediate but for learners to take a true inquiry stance to their learning, teachers need to release power and allow them to explore, figure out and make meaning. Not by themselves, but for themselves. Inquiry teachers take risks. While they plan thoroughly, they are prepared to release themselves from the plan and take a different path. Inquiry teachers design tasks that allow the learners to do the heavy lifting.
5. Keep it real
When I talk to kids in schools about the learning experiences that they remember most fondly, it is always the ‘real’ ones. Learners crave authenticity and purpose. Inquiry teachers know how to use the school, local and global community as contexts for investigation. Whether it is inquiring into how to design and grow a sustainable garden, what to do about the car parking issue at pick up time, or collaborating with a scientists on the other side of the world, learners value opportunities to inquire into things that matter to them and their community.
Inquiry teachers observe, notice, reflect and respond. They bring an inquiry stance to their observations of and conversations with learners. They take time to notice what’s going on and to reflect on what they see and hear. And they notice themselves. They deliberately slow down instruction to notice the way students are responding. Inquiry teachers are intentional, observant and responsive.
7. Grow Learning Assets
Taking an inquiry approach to learning means drawing on one’s capacity as a researcher, a thinker, a self-manager, a communicator and a collaborator. Teachers who use an inquiry based approach understand that the power lies in the process. They work hard to privilege the process of learning. They invite learners to inquire into learning itself and know that it is ultimately the skills and dispositions of the learner that dissolve the boundaries between school and life beyond school.
Inquiry teachers understand the power of purposeful play. They know that all senses are involved in learning. And they know that play is not just for young learners. Time to play – to experiment, to tinker, to play with ideas benefits all learners. Inquiry teachers are not afraid to ‘play with ideas’ – to go outside…literally and figuratively.
9. Think Big
Inquiry teachers keep their eye on the bigger picture. They avoid ‘activities’ or ‘topics’ for their own sake – inquiry journeys are ultimately about working towards conceptual understanding.
10. Get Personal
Inquiry teachers inquire into the lives and passions of their learners. They provide opportunities for learners to follow some paths that matter to them and encourage each learner to set personal goals. Time is made for learners to explore questions of significance to them and an effort is made to help learners regularly inquire into themselves as learners.
So...there they are. The 10 practices as of Nov 25th, 2017! Would love your thoughts as I continue to write the book. What do inquiry teachers...do?