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Inquiry Based Learning, Teachers as Learners - or are you even actually…
Inquiry Based Learning
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"Walking into the Unknown: Inquiry-Based Learning Transforms the English Classroom" by Heather Brown
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"By creating a space to learn with the students, I could now appreciate the importance of using inquiry-based learning coupled with authentic audience in research-project design" (43).
Changing the way teachers see themselves and how students see themselves are necessary for the learning process for each to begin; well, active learning process that benefits both.
"Inquiry Based Learning allows students to be active creators of knowledge; to see each other as authorities; and to validate their experiences, culture and ultimately, themselves" (44).
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Going beyond just "collecting research" and data - using the real world as texts to be reflected on and used as a tool to learn
"In Search of the Authentic English Classroom: Facing the Schoolishness of School" by Ann Elrod Whitney
"It is that schools are, well, schools. What we do in classrooms takes on a schools flavor with its own dynamics and motivations. The dynamics and motivations of school reading and school writing are often distinct from the dynamics and motivations surrounding reading and writing in other settings" (55).
How do we address this schoolishness? While, also taking part in meaningful work that doesn't feel as schooly? Or at least is worth it?
"Even when we language arts teachers do better than dioramas engaging activities in real work for the world outside the school—even when we do work for authentic non-school purposes, we are also doing it in schools, and to pretend that we aren't is foolish" (56).
Keep it real with students and have them think about the "why" also: what is the skill based/academic purposes in the learning process? What aspects are beneficial for intrinsic or how can these skills and practices be applied to their own lives and in the world?
"Questions of reading and writing processes - how texts are made, what they do to people, how texts work differently in different contexts, and how school literacies do and don't link up to other literacy contexts- are what finally brought me to teaching as a career after I'd sworn I'd never teach" (59).
This is an interesting idea...breaking down discussions to assess how different languages and work would function in different contexts outside of school, along with how different perspectives function from the past and future even, and then how it connects back to the type of literacies/activities being done in schools.
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Creating Authentic and Meaningful Learning Opportunities for Students While Navigating Contexts of "Schoolishness"
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