The Rationale for the Use of Inquiry Learning in the Context of Integrated Programming - Essay Example

Rationale and Overview Rationale for the use of inquiry learning in the context of integrated programming Effective learning goes beyond learning facts and information , it involves equipping learners with relevant skills , attitudes and values that will enable them to become critical, independent and creative thinkers. As a result of the ongoing globalisation trends, the market is continuously becoming integrated, dynamic and complex. Consequently, it has become apparent to educators that imparting knowledge or information to learners is not enough since it might not enable them to efficiently adapt to the ever changing global environment. In order for learners to be efficiently equipped with the right skills, attitudes and values, there is need for educators to create a sustainable learning environment that will enable learners to seize learning opportunities in their environments, become self-sustainable in their own learning, exercise independent thinking and become critical and creative thinkers (Delors 1996). The use of an inquiry based learning model in the classroom is one of the gateways of realising this objective. Many conventional teaching approaches mainly focus on equipping students with facts and information. However, this may not be beneficial to contemporary learners since their environment is ever-changing and so are the facts that define the global market. Learners essentially need to learn how to apply what they learn to different contexts of real life situations. An inquiry learning approach provides the means through which learners can engage in active learning by effectively exploring and investigating topics from different learning areas and relating these topics to real life contexts (Murdoch & Hornsby, 1997). Basically, an inquiry based program is integrated in nature since it includes two or more learning areas in order facilitate curriculum connections (Arthur, Beecher, Death, Dockett & Farmer, 2005). It provides a means through which students can link knowledge and skills across different learning areas and make connections between their learning and the real world. The use of inquiry learning in integrated programming enables an effective learning progression that allows teachers to flexibly incorporate topics that relate to the interests of students in different learning areas. This in turn enables teachers to implement a student-centered approach to learning and directly cater to the contemporary learning needs of learners. Moreover, the use of inquiry learning in integrated programming help teachers to effectively cater to diverse learning needs of students. Through the use of an inquiry approach, teachers can create learning experiences that are flexible and open ended thus enabling students to learn based on the level of their learning abilities (Murdoch & Hornsby, 1997). In addition to this, the use of inquiry learning in integrated programming can enable teachers to help children develop and sustain long interest in learning different subject areas. An inquiry approach allows teachers and students to choose topics or subject areas that relate to contemporary issues or important aspects of their lives. When students focus on topics that are meaningful and relevant to them, they are inevitably bound to become engaged and gain interest in learning. Moreover, they are bound to become more curious, inquisitive and self -sustainable in their own learning by relating what they have learn to prior knowledge or real life contexts (Arthur et al, 2005). Models for inquiry learning and problem-based learning. A good example of some of the well established model of inquiry and problem-based learning include the “Integrated Unit Planner” and the “Project Approach.” The Integrated Unit Planner was developed by Kath Murdoch and David Hornsby. Basically this inquiry learning model uses of the approach of identifying a big question and thereafter asking students to explore the question identified using a developmental approach. This model is designed in such a way that enables teachers to incorporate all aspects of integrated learning such lesson sequencing, assessment and resources. Through the use of the identified big question, this model also enables students to engage in rich and authentic learning tasks that cover different learning areas. The big question helps to generate information that is interesting and relevant to students. This model has an explicit and detailed approach of inquiry planning that requires teachers to implement rich learning tasks. The model involves a series of steps that revolve around the developmental approach (Murdoch & Hornsby, 1997). When using this model, the first step involves a shared experience. A shared experience essentially entails an introduction of key concepts that will be explored using the big question. It also entails establishing how students will record the information that they will gather. The second step involves tuning in. Tuning in entails taking part in activities that enable students to tune into the identified big question. In this case, the teacher will facilitate learning activities that are geared towards establishing students’ interest and prior knowledge of the topic. Some of the activities that the teacher can use in this case include; brainstorming, listing questions, drawing, modeling or painting. The third step involves finding out. At this stage, students will explore and investigate the big question through hands on experiences and texts. They will engage in data gathering using methods such as interviews, a review of information depicted in books or even watching films. Subsequently, the fourth stage will involve sorting out. In this case, students will continue to develop their understanding on concepts revolving around the identified big question (Murdoch & Hornsby, 1997). They will also process, organise and make connections of the information that they have gathered. The fifth step of this inquiry model entails going further. During this stage, students will focus on exploring and developing more in-depth understanding on concepts revolving around the identified big question. They will also challenge their understanding on the subject areas explored through the big question. The sixth step when using this model involves drawing conclusions. In this case students will convey or communicate their understandings regarding the concepts revolving around the identified big question. They will express what they know, feel or think about the topic either in writing or orally. The final step of this inquiry model involves reflecting and acting. In the course of this process, students will reflect on what they have learnt and how it applies to their environment. They will also engage in activities that enable them to apply the skills and knowledge that they have learnt through the concepts revolving around the identified big question (Murdoch & Hornsby, 1997). The project approach inquiry model was developed by Lillian Katz. Basically, this model provides a set of teaching guidelines and approaches for teachers that enable them to effectively investigate and explore meaningful and engaging topics with their students. The project approach inquiry model is designed in such a way that it provides a student centered approach to teaching (Helm & Katz, 2001). This model incorporates three phases. The first phase is often regarded as the opening event. During this phase, the teacher focuses on stimulating the interest of students. The students are familiarised with the topic, the teacher also discusses with the students what they know and what they would like to know about the topic. Subsequently, in the second phase, the teacher develops lesson ideas, collects information relating to the lesson and obtains the required resources. In the course of this process, students will also embark on real life experiences that will enable them to develop understanding on the topic. Some of the activities that students can take part in during this phase include play activities, experiments and field trips among many other activities. Subsequently, students will be expected to discuss, brain storm and record activities that they engaged in during this phase and relate them to the topic of inquiry. In last phase of this model, students are provided with the opportunity of presenting or communicating the information discussed, gathered and learnt in the previous phases. This helps to affirm to the students that their learning and research has a purpose. Basically, the project approach inquiry model is designed in such a way that enables students to explore and investigate a relevant topic by using their own questions and interests. This model does not replace the classroom educational program instead it can be used to facilitate an integrated learning program (The Project Approach, 2007). Rationale for integrated rich task assessment tools Integrated rich tasks assessment tools are beneficial since they provide assessment information for different learning areas and a wide range of curriculum outcomes. They minimise the need of developing more assessment tools so as to cater for different learning areas. Integrated rich tasks assessment tools explicitly provide expectations for the task and easily connect with the intended learning tasks. These assessments tools also engage learners and provide students with the opportunity to demonstrate their understanding and skills on different subject areas. In addition to this, these assessment tools help teachers to easily identify students’ areas of weakness and determine specific approach to use in order to enhance students’ understanding (Plummer, 1999). Focus, Aims, Themes of the Intended Program The key theme of the five week integrated program is human nutrition particularly in relation to what constitutes of a healthy and balanced diet. Focus will be directed towards balanced diet. Through this program students will be able to explore the importance of food, different food groups and their value to the body. This program is designed to realise curriculum outcomes such as; employing language to understand and communicate ideas with others, engaging in creative activities individually and appreciating the artistic and cultural works of others and becoming self motivated and confident in learning (1; 10; 12). It also touches on curriculum values such as personal, social and environmental responsibility (4.2; 4.4; 5.2; 5.3; 5.4). The inquiry question for this program is; “What is a balance diet?” Other inquiry questions that will be used in this program include; a. What is the importance of food? b. How many food groups are there? c. What types of foods are good for the body? Both the “Project approach” and “Integrated Unit Planner” inquiry models will be used in this program. Personally, I believe that both inquiry models can effectively cater to the needs of the contemporary learners. Basically, these models enable learners to apply what they have learnt to different real life contexts. They also help learners to engage in active learning by investigating topics from different learning area. Both inquiry models are integrated in nature thus they can efficiently facilitate integrated programming. Moreover, these inquiry models epitomise my personal philosophy of teaching since they are student centered and provide a platform for helping students develop the right skills, attitudes and values, that will enable learners to seize learning opportunities in their environments, become self-sustainable in their own learning, exercise independent thinking and become critical and creative thinkers (Delors 1996; Murdoch & Hornsby, 1997). Through the designed program, I hope to develop students’ critical and creative thinking skills. The global environment is increasingly becoming integrated, dynamic and complex, thus there is need to equip students with skills that will enable them to adapt to the increasing changes in the environment and become innovative so as to effectively meet the needs of the market. I also hope to help student develop a positive attitude and interest towards learning. When students develop a strong interest and have a positive attitude towards learning, they are bound to become curious and inquisitive, this will in turn enable them to become self-sustainable in their own learning by learning independently even when outside the classroom. In addition to this, through this program I hope to develop students’ skills in communication. Communication is an essential skill that enables students to express their ideas and convey their personality. References Arthur, L., Beecher, B., Dockett, S., Farmer, S., & Death, E. (2005). Programming and planning in early childhood settings (3rd edition). Victoria: Thomson Learning Australia. Delors, J. (1996). Learning: the treasure within. Report to the UNESCO International Commission on education for the Twenty-first century. Paris: UNESCO. pp. 85-97. Helm, H., & Katz, G. (2001). Young investigators: The project approach in the early years. New York: Teachers College Press. Murdoch, K., & Hornsby, D. (1997). Planning curriculum connections: Whole school planning for the integrated curriculum. Armadale: Eleanor Curtain Publishing. Plummer, F.(1999). ‘Rich Assessment tasks: exploring quality assessment for the School Certificate’. Scan 18(1), 14-20. Project Approach- Definition. (2007). Retrieved on July 5, 2012 from Read More