Who else is flexing their inquiry muscles right now? As we all rapidly transition to teaching online or trying to support our learners at a distance (not all kids around the world have access to internet and devices #justsaying) teachers everywhere are immersed in personal inquiry. I am no exception. In this post, I am sharing some of the things I am noticing as I inquire - and how they are serving to remind me of some essential ingredients of this beautiful, messy process. It can be easy to reduce inquiry to a shallow set of strategies or an easy cycle to spin through or a bunch of characteristics and platitudes…I’ve been guilty of that myself at times. But the reality- when you are IN it, is complex, nuanced, layered and rich. And frustrating too. Some thoughts from my own internal ‘trenches’ this week!
I’m noticing: I have a real need to inquire – I am motivated by purpose.
In just two weeks my 2020 work schedule went from having a long wait-list to a few tentative, online workshops and what feels like the vain hope of a resumption of work later in the year. As the family ‘breadwinner’ this unexpected situation prompted a sense of real urgency for me to be creative, adaptive, agile and most of all to INQUIRE. My driving question was easy to formulate “How might I effectively transition the work I do face-to-face to a distance learning context?” I sure am curious and motivated (panicked?). I NEED to find out about this – I have a purpose that is not only for me but, more importantly, my purpose is about supporting my family. Would I have a sustained interest and desire to learn about online facilitation had there been no real purpose for me? Probably not. Would I have fully engaged with this inquiry if some well-meaning ‘teacher’ told me I had to? I doubt it. I am doing this because I can see the value and purpose in it.
Reminder: Powerful inquiry is driven by real purpose and the learner’s desire to make a difference to their lives and the lives of others.
2. I’m noticing: My learning journey is messy – but I am moving through a process.
I certainly did not map out a step by step sequence of tasks to support myself on this journey so far (oh to have time to plan!) BUT when I reflect on what I have been doing, I can see how I have engaged in the elements I so often share with teachers and kids. Of course, I have had to tune in to what I already know. I have spent time assessing what I CAN do (I have used ZOOM and padlet before, I am OK with social media, etc.etc.) This prior experience is so important in giving me a starting point for my inquiry. I have found out in so many different ways – trial and error, viewing clips, reading posts and articles, asking experts (thank you Dr Jennifer Wathall, Becky Carlson and Karen Boyes ) crowd sourcing (thank you twitter and facebook). I have needed to use a diverse range of research skills but there is no WAY my inquiry would have been successful if I simply googled everything. I really needed to ask questions of people that know about this. Primary data sources have been the most helpful so far. Time to sort out, process, reflect and meaning make has been essential. I have done this mostly through talking with others. My husband does a little facilitation work on line so he and I have been reflecting on and talking through our respective discoveries. I have also found myself making lists, diagrams, notes, charts….I have had to STOP every so often, slow down and really make sense of what I am learning alone and with others. I’ve had to let go of some ideas and embrace new thinking. One of my most helpful moments this week was an ‘unhurried conversation’ facilitated by Johnnie Moore that allowed fellow facilitators to reflect and share in a really lovely, spacious way. Reflection like this helps deepen my learning. And I am certainly needing to take action – sooner rather than later. I’ve already conducted a half day workshop. My action has been as much a part of my ‘finding out’ as it has been application (the cycle is two-way). I have needed to jump in and test out what I am learning in order to feel like my inquiry is worth sticking with. So far so good.
Reminder: Powerful inquiry is not linear but there is a process. Recognising that we are ultimately moving forward, making meaning and applying our learning is vital in order to feel success.
3. I’m noticing: Skills and dispositions are my most important assets right now!
I am so acutely aware that sustaining this inquiry depends on my capacity to manage myself, collaborate with others, communicate well, think critically, creatively and reflectively and, of course research. I have needed to be curious, courageous, persistent, resourceful, patient and compassionate (towards myself and others). My learning skills and dispositions have been the greatest assets I could have right now. And I can feel those “learning muscles” getting a real workout too. When we are on a true journey of inquiry we both depend on AND grow the skills and dispositions we need for all learning. I will be a better learner as a result of this (and a better teacher I hope)
Reminder: Powerful inquiry is not just about WHAT we learn but HOW we learn.
4. I’m noticing: I don’t know what I don’t know
Sure – I had some basic prior knowledge and a ‘big question’ to begin with – but as to what I really needed to find out? Well that was all pretty foggy at the beginning. (And I still consider myself in the fog ..it’s just a little clearer now). The thing is, the questions driving my inquiry are coming up AS I inquire. This is something I often notice with kids too, especially when they are engaged in personal inquiry projects. Somewhat paradoxically, it is not until they start finding out that they know what they need to find out. Well – that’s been me this week. I have more questions after I watch a tutorial or read a post than I did before. Inquiry begets inquiry. If I was posting my questions on a wonder wall – it would have started off pretty empty and be really full by now!
Reminder: Powerful inquiry is driven by questions… but those questions keep emerging throughout the process. We can’t expect kids to define all their questions up front.
5. I’m noticing: I really wrestle with feeling incompetent and uncertain
Inquiry is all about going into the unknown. My journeys into the unknown this week have been exhilarating at times – and also really challenging at other times. Last night, during a 3 hour online workshop with a bunch of fabulous educators, there was a point where we were toggling between our zoom screen and another online document. My zoom screen disappeared altogether and I had NO idea how to retrieve it. Meantime, the conversation raced on … as I struggled with my technology, I stopped listening and fell behind really quickly. What an awful feeling! I could feel the motivation draining out of me. I finally fessed up and admitted I was lost - but even that was hard. Inquiry learning is full of moments when the learner is inevitably thrown off course, feeling lost and confused. Creating a safe space in which learners can say “Hey – I’m lost, I don’t get this, help me out” and slowing down to accommodate those moments is so important. The inner critic we all have can be very loud at times like these - I am learning to be kinder to myself.
Reminder: Powerful inquiry inevitably involves some failure, wrong turns and the need to re-route. Sustained failure is demotivating.
6. I’m noticing: I don’t want to be talked at for too long. I want to be able to find things out for myself and THEN ask for help!
I have had a few moments over the last week where things have been explained to me … at some length. Like a distracted child, I have found myself doing the online version of rolling around at the back of the mat or daydreaming about something while I ‘listened’. Lengthy, webinar monologues have not worked for me. Too much teacher talk. It has made me think about the oft- used excuse for too much teacher talk/direct instruction early in an inquiry (“We front-load the kids so they have background knowledge and then we let them inquire”). What I have benefited from most is information at the point of need. I needed people to allow me to ask questions, to check that I understood, to let me play and try and figure things out – THEN explain things that I couldn’t figure out for myself. I loved the moments in Jennie’s workshop yesterday where she would say “Let’s have a play with this – see what you can figure out, help each other out….” Gradually we would work it out together but we did NOT need her to give a lengthy, detailed direct-instruction style monologue – we needed to get in there and play.
Reminder: Powerful inquiry is something the learner does – not something done to the learner.
7. I’m noticing: I have welcomed being able to manage my time and learn at my own pace.
It has been so interesting to notice the way I have (and haven’t) managed my time over the last week. I have gone from being someone who has weeks chock full of scheduled meetings, workshops, flights, collaborative planning sessions. – all mapped out ahead, all organised and timetabled. Suddenly, I have the rare experience of a lot to do BUT, more or less, control over when (and where) I will do those things. Don’t get me wrong - deadlines have been important. I will be facilitating workshops on iTime online tomorrow afternoon which in turn has helped me structure my day today. That is keeping me on track to a degree. Bit sometimes I have been able to stay focussed for hours on end and other times I have closed the computer, unable to stick with it …and made myself a cup of tea, hung out with my dog …( or washed my hands …again) before being ready to get back to my learning. Self pacing is hard- even for me as an adult but it is also welcome. I can’t imagine engaging in this inquiry with a tightly imposed timetable.
Reminder: While check points/deadlines are helpful, powerful inquiry journeys flow at different paces for different learners.
I am hesitant to join the (slightly annoying) chorus of those that champion the benefits the COVID-!9 pandemic is gifting us. I am far too aware of the tragedy unfolding, the dire circumstances of so many people and the loss from which so many will struggle to recover. I know I am incredibly privileged to even be in the position to write this and to have a moment to reflect. But while I acknowledge the devastation, I can also acknowledge the lessons I am still learning. The things I need to remind myself. I can feel myself learning and becoming a better inquiry teacher – and a better learner.
As teachers, we are all inquiring right now. Let’s notice what’s happening within us as we do. I’ll keep reflecting and I’ll keep sharing because- as everyone keeps so rightly pointing out – we are all in this together.
Stay safe….care for yourselves and please - keep wondering. And if you have the energy to share - what lessons are YOU learning about inquiry right now….?
Just wondering…