Inquiry in the mist – and midst – of troubling times.

I am writing this post many thousands of miles from my country – Australia.  I left Australia the day after Christmas to share a long planned and much anticipated fortnight with my younger daughter in Europe and then to travel on to work here.  While I have been away two events have happened that have made it harder than ever before to be away from home. A dear friend – who was terminally ill but doing so well before I left, had a fall and died. It has been heartbreaking to be away, to say the least. And parts of my country, my beautiful Australia was (and continues to be) ravaged by fire in ways we have never seen  before.  I have thought long and hard about cancelling work and returning early and have been faced with an enormous, personal dilemma…  but on balance, I decided to stay. There is much work still to do when I do return.   And some of it is grief work.

 Grief work is something I am sadly familiar with – most of us are in one form or another.  But grief is important work and many teachers in Australia will be facing the challenge of engaging in this work in some way over the coming weeks and months.  It might feel like the wrong word to describe the impact of the fires but, for me, the deep sadness,  sense of loss, the bewilderment, the helplessness, the anger, the hunger for community, the longing for what was and the uncertainty about what is to come are as true for my feelings about my country – and about our Earth – as they are for my friend. 

 The overarching purpose of this blog is to explore what it means to bring an inquiry stance to teaching and learning.  Underpinning all my posts are the  values of curiosity, wonder, open-mindedness, courage, open-heartedness, compassion, deep, critical thinking, exploration and agency. I can think of no more important context than right now, this time, to champion these things and to place them firmly at the centre of our work with children. Most importantly - our own bewilderment, anger and uncertainty have the potential to lead to helplessness, disconnection and even cynicism.  Deliberately nurturing our own curiosity, optimism, courage and compassion can help avoid that trap and offer a more constructive way forward. Grief leans on compassion in order to recede  - compassion for self, others and the planet. 

 As I write this, I am gazing out the window of a hotel room in Zurich. When I woke this morning, I could see nothing but fog (eerily like the images of smoke filled vistas that I have seen in news from Australia). Gradually, as the morning progresses, the mist is slowly clearing and the view becoming more apparent. I can now see the detail on the houses directly in front of me while those on the hills further away remain shrouded. I trust that in time today, the fog will lift and I will see more clearly.

This is what grief work is like. Indeed this is also what inquiry as a process is like. It requires trust. It requires the understanding that we CAN’T see it all at once. We don’t know where it will go but, gradually, we see the path and trust in our instincts. We stop, we reflect, we get feedback, we question some more, we check in, we move forward and our understanding grows. We both allow the path to emerge AND we help construct it. 

In returning to our classrooms in the coming weeks we will need, in part, to trust that the learners will lead us – if we take time to listen.  Of course we will need to make some plans, and think ahead about what and how to manage the opportunity and the challenge but if we plan too tightly (even with the best of intentions)  we may miss out on the most important element in the inquiry process – tuning in to the thinking and feeling of the learners themselves in order to get gradual clarity about the best ways forward.  So ask your kids – ask them for permission to have the conversation in the first place, ask them how they feel about talking about it and – if they want to – ask them to share their wonderings and allow yourself to ask “What does this reveal to me? Where might we need to go next?”  

Bringing the spirit of inquiry to the beginning of the school year in Australia may well mean we change what we had intended to do.  If every cab driver, waiter, shop assistant, flight attendant, etc. I meet here on the other side of the world has questions/opinions about the fires – I can only imagine how present it would be at home.   For the remainder of this post, I want to offer some thoughts that might support the discussions you are having.  as teachers ahead of those vital first days and weeks and also link you to some resources

1.     Stay truly open to possibilities. 

 It won’t be until you meet with your learners that you will have a sense of what they night want and need to explore. This will vary enormously across classes, age groups and of course across schools. Some schools are sadly in the very thick of the fire experience while others have not been as directly affected.  Be mindful of “units” and other activities that are offered on the topic. Some will be just right for your learners while others inappropriate for your context.  Inquiries are best born of the interests, questions and needs of your students.

2.    Invite rather than assume

 IF your learners are OK with this, invite them to share their questions but don’t feel that the questions must be answered. Many of the questions associated with this time are not easy, googleable, questions. This is a good opportunity to allow questions to unfurl, to be explored, discussed, pondered – but to also help children understand that the question itself might be all that is needed for now. 

“I suggest that we balance our moral ferocity with humility and tenderness. First, we need the humility of consistent self-examination. This requires us to do something very countercultural: Celebrate questions even when we do not have answers. Our culture rewards certainty, confidence, and definitive answers. By celebrating questions, we increase the likelihood of identifying the potential harm we might do in the name of our values.” (Rabbi Doctor Ariel Berger, 2019) 

3.     Provide options.

For some children, having direct conversations about the situation. might be too confronting while others will be desperate to talk about it.  There may also be teachers who feel more capable of facilitating these conversations who might offer to work with kids on an opt in basis. It is unlikely to be a one-size-fits -all approach. 

4.     Start building a bank of resources

There are so many clips, articles, images) that you MAY find useful depending on the needs of your learners.  - so many incredible stories that illustrate the goodness in humans. The work being done in animal shelters, the fund raising efforts, the day to day compassion and kindness shown to those in need. These are powerful case studies that can inspire and reassure.

5.     Commit to a slower, more open culture in your classroom

Big issues, big questions take time. The NEED time and space to be explored properly.  Know your curriculum for the year really well so you can see how the pathways you might take actually support the curriculum. The general capabilities (especially personal, social and ethical thinking) are central to this work. 

6.     Think conceptually.

“Topic level” inquiries like “natural disasters”  are not necessarily the best way forward with this. But the issue abounds with potential connections to powerful concepts and big ideas.  These are some of the questions that may emerge or be useful to provide a broader conceptual frame:

• How do people make a positive difference to their lives and the lives of others?

• How can we respond to challenges in our lives?

• Who’s got the power? How are decisions made in this and other communities? 

• How do people use their talents and passions to change the world? 

• How have innovations in science changed the world?

• What can we learn from other cultures to strengthen our own?

• How are we connected to the earth?

• What makes places special/unqiue? 

• What is the role of the arts in bringing about change?

• Are we a sustainable school? How can we be even more sustainable?

• What does it mean to be part of a connected community?

• What can we learn from the past in order to shape the future?

• What does it mean to be a leader? 

• What kind of community do we want to be?

• What does it mean to be resilient? 

7.     Take action

Many of us feel more positive about challenging situations when we feel we are taking action – when we have some agency to make a difference.  Your students may wish to explore some of the many ‘actions’ being carried out by people within communities all around the world and be part of these,  This is a great time to make real connections with individuals, community groups, and organisations and empower your students through involvement in real projects. 

 8.     Focus on community building.

This is something we do at the beginning of the year anyway but it is so very important in these times. As Brene Brown says “Rarely does a response make something better, what makes something better is connection”.   This is a powerful time to inquire into the relationships we have with each other and to think deeply about the kind of relationships we want – in our classroom, in our teams, in our staff room, with our leaders, with each other and across the world.  Strong, respectful, caring relationships will be the key to recovery. Of that I am sure. And schools are places in which young people learn about relationships – for better or worse.  Let’s champion kindness, let’s commit to showing kids what it means to truly have each other’s back. Lets model respect and compassion.  In times like these the petty conflicts that seem to pervade some schools have no place. 

 9.     Keep it balanced.

It hardly needs saying but of course none of us wants to inadvertently overwhelm children or exacerbate anxiety.  For many children,  school might be a place that allows them to voice their concerns and curiosities but is also be a place that is an emotional refuge from what they have been hearing/seeing and thinking about over summer.  Routine, a focus on the things that bring us joy, play, continued inquiries into all manner of fascinating things … help bring balance, perspective relief and hope.  

10. Stay connected to nature

 Finally – and most urgently, I want to encourage you to do whatever you can to get your kids out INTO the natural environment and to do whatever you can to foster the deep connection with and love for the earth we all need.   For decades, environmental educators have offered this simple adage that we need to teach children about, for and IN the environment.  This situation could easily create an image of the natural environment as something to be feared and avoided.  It certainly needs respect – but it also needs our love. We are more willing to care for the things we are deeply connected to.  Explore the incredible work of Bush Kindergartens, contact the environment officer in your local council, see if there are walks/tours run by Aboriginal educators and elders in your community,  commit to creating greener spaces in your school grounds, check out the beautiful work done by https://www.natureplay.org.au  or https://www.gould.org.au.  Invite parents and children to share some of their most treasured outdoor places.  Use the outdoors as a context for inquiry. 

As our return to school becomes ever closer, there is a growing number of offerings on this very subject for teachers.  I have shared my thoughts here but you can also find some great thoughts here: 

https://www.smore.com/hcw1t

 and, if you go to my facebook page and see the post there…there are dozens of suggestions  and links to more articles and reflections from teachers to add to my own:

https://www.facebook.com/KathMurdochConsulting/

https://sites.google.com/uldtraining.com/bushfireseduhelp/contacts-map?authuser=0

Finally – one of the most amazing things about this time has been the incredible offerings by artists (writers, singers, dancers, visual artists…)  to help make sense of things and to raise funds. I am unashamedly sharing my daughter’s offering – using her role as a singer and songwriter to make a difference. All proceeds from this song go to Greenmusic which is working hard to make that industry more sustainable

https://open.spotify.com/album/1dpZNak4zAmCvYXwH7a1Eu

 So….

 Are you still with me? If so – thank you for reading through such a long post. I feel that this has been part of MY grief work – processing, clarifying and making a connection to you - the amazing community of inquiry educators who read this.  Outside, the mist has indeed lifted a little more but there remains an unseen, unknown element in my view. I need to trust that this too, will become clear in time and that my heavy heart will lighten. May yours also. 

“In this encounter lies hope for the future. If we can educate new generations to balance ferocity with humility and tenderness, questions with responses, then our encounters with darkness, whether in the study of history or the daily news, can galvanize thoughtful, compassionate action. And maybe one day, when it is very quiet, we will hear, not the cries of the suffering, but laughter.” (Burgur 2019) 

How do you see your role in these challenging times? 

What other thoughts do you have about way an inquiry stance can help us do this important work

Just wondering…

Reference: https://www.globalonenessproject.org/library/articles/learning-and-teaching-heart-troubled-times?fbclid=IwAR2L9vgCnhS2eCE-2fJVz4xxHaWbS9VFKjCsI3DqYH1oSX6u6FKdmmGEp8g

Guest Post: The Role of Personal Inquiries (iTime) in an Agentive Learning Community

I first met Graham at the International School of Manila many years ago and was struck by his thoughtful, reflective disposition. Graham has been ‘inquiring into inquiry’ ever since - working with children in Manila, Japan and now Saudi Arabia. After hearing about the innovative work he has been doing with his young learners, I invited Graham to write a guest post for this blog.  A keen documenter of his own learning, Graham shares with us some of the insights he has gained as he works on nurturing agency in is learning community. In particular, insights drawn from the experience of ‘iTime’ which offers young learners opportunities to design inquiries into their interests 

From Graham:

Much discussion has taken place in my current, and previous, school about the best place/time for personalised inquiries. Perhaps these discussions are taking place in your school too. Are they necessary? Are personal inquiries using up ‘learning time?’ What do students actually learn? Do the students learn anything? Each year after my first visit to Reggio Emilia and thinking more about the purpose of documentation, I record the story of the class that I work with. The documentation usually reveals a ‘bigger picture’ theme and some unexpected outcomes that challenge assumptions and reveal new possibilities.

I have learned that through listening to the children, valuing and supporting personalised learning, we co-create opportunities for deep, connected understanding. Personalised inquiry helps shine a light simultaneously on the what, the how and the why of learning. 

With the children, we built our understanding of what personalized inquiry, or iTime, meant for us.  This understanding grew and changed as we gave ourselves opportunities and structures to reflect and notice how, what and why we were learning. What became clear to us is that the benefits of iTime were layered, varied and extensive. ITime played a pivotal role in our class community. For us, iTime was about finding a purpose and exploring it independently or in small groups. Children selected projects guided by some prompting questions that led us to consider our purpose, who we were helping, what skills and dispositions we were developing and what connections we were making to other areas of learning. ITime projects were varied throughout the year. The projects ranged from researching and designing class logos and t-shirts so that we could find each other more easily on field trips, to building a wooden ramp for our rabbit cage in our learning space so the rabbits could get more exercise, to designing and building iPad holders so that we could photograph and video the books we read steadily and have free hands to turn pages and operate the iPad, to making movies of stories that had been recently written.

iTime allowed these young learners to inquire into authentic projects of their choice

 The benefits of iTime were, I think, partly a result of the work the children and I did on creating individual schedules for their day. Through observation, reflection, argument, data-collection, discussion and negotiation, they decided on daily schedules that suited their brains and bodies and other relevant considerations. In this context, each child selected a time they would devote to their iTime project.

Nurturing agency by involving learners in designing their day

“With the value and time placed on our iTime, the class community, including the teachers, was able to get to know so much more about each other. Initially, during these times, I was an observer. I was eager to see how the children responded to the proposal of using time to inquire into materials, tools, and projects. Documentation of these sessions was frequent and came in the form of photographs, videos and noting the voices of the children as they interacted with these materials, spaces, peers and tools. Standing back led me to see the children in a different light. Having time to discuss projects and proposals as a community led the children to see themselves and their friends differently too. Connections were made. Inspiration was given and received. Collaborations emerged.

I then began to conference with the children, and it became clearer what their passions were. It became clear what they were curious about building, designing or researching. It was also valuable for us to reflect upon how long projects lasted and how invested the children were in these projects. Noticing and talking about this with the students led us to more discussion about stamina, perseverance, desires, interests and resilience. 

“I just do what she (her friend) is doing. I don’t have an idea (for a project) yet.”

“I do a project each day. It is short. I think… I think that if it is longer it could be better. Like his ramp. Mine is okay but not so good.”

 These iTime projects were also part of what really helped us become more aware of the interconnectedness of our learning. Having our iTime projects structured and supported with our personal data-collection documents, and our self-documentation planning and reflection sheets was helping the children see how what they were learning in different parts of their day was transferable and applicable in other, new ways. For example, "We needed to measure something for our project and then we were learning about measuring in our math and we could measure so much to make our iTime project." We then looked together at our mathematics standards to see how this was connected and realized that what we were learning about was what the standards wanted us to understand. We continued to find out more about measuring through exploration of measurement tools and through applying what we were finding out to the project that prompted the initial inquiry. Interest was sparked and soon others were eager to find out more about measurement.

Planning, documenting and reflecting on personal inquiries is key - individual and small group investigations are the perfect opportunity to highlight the ‘how ‘as well as the ‘what’ of learning.

One concern I had initially about how this whole experience would turn out was that it would perpetuate the idea that learning needs to be segmented into discipline-specific times. On reflection, the opposite may be true. Having our iTime projects play such a huge role in the class and placing such high value on that time has given us reason to notice and act upon the connections that exist and are emerging.

 Providing regular opportunities for young learners to explore their interests and passions has been a vital part of our learning community. For others considering something like this with their students, I offer a few suggestions that have arisen from my own learning:

• Listening: Step back and observe what children’s words and actions are telling you they need. This can be prompted by questions about how, when and why we learn best as a part of inquiring into learning itself. Listening can also help us avoid assumptions and learn more about prior knowledge and experiences of our learners.

• Documenting: Record what is happening in the space. Notice as patterns and themes emerge. What are they telling us about the learning? How are they influencing the next steps? What are they telling us that children need from us? What is surprising? What did we not expect? How are our assumptions being challenged?

• Valuing personal inquiry equally: To paraphrase Ron Ritchart, what we value is what becomes valued by those around us. Our iTime became an equally valued part of the day alongside mathematical learning, reading and writing. We had mini-lessons, conferences, reflections and goal-setting, just as we did with other areas of our learning - reassuring for me as a teacher as I do this for other disciplines every day.

• Building routine and structure: Contrary to some misconceptions about inquiry/agency-based learning, this is an important factor. Creating structures together that offer visible reflection, data collection and connection making opportunities helps us reflect, notice, wonder and move to next steps.

• Sharing the focus between the how, the what and the why: As well as reflecting on and celebrating the content (new technical skills, knowledge, conceptual understandings) - place an equal spotlight on the learning assets (skills and dispositions), and the reason for the learning. This provides students with the reason to reflect and with increased ownership over decisions made about learning. Guy Claxton’s ‘Split Screen’ learning intention and reflection technique is a helpful way to make this happen.

• Helping make new learning and connections visible: Help learners notice how all areas of their learning are connected. Use reflection and visibility tools to notice and help make connections visible and clear.

• Trusting and becoming comfortable with different types of learning happening simultaneously: Trust that your systems for documentation and conferencing will ensure that you are regularly in conversation with students about purpose, goals and next steps. Trust that the reflection systems, thinking routines and planning structures in place will help the students dig deeper in an independent and purposeful manner.

• Valuing ALL mistakes: It is something we all say, but occasionally we only value the types of mistakes that we are comfortable with. Reflecting on, for example, how little balance a student is in their learning decisions, can lead to deep and thoughtful dialogue about the decision-making process, responsibility, accountability and so much more.

• Using common language: Building a shared understanding of important vocabulary helps us to understand, question and share coherently in relation to our projects.

Inquiry learning: Pitfalls and perspectives part #2

In my previous post, I shared the importance of staying open-minded to other perspectives on inquiry learning, particularly the conclusions drawn from research that suggests it is ineffective.  I singled out work on cognitive load theory and on episodic and semantic memory in particular but can, of course, add Hattie’s work on the low “ effect size” of inquiry learning. To reiterate, these posts are not about defending inquiry nor critiquing the research itself – there is plenty of that out there! Rather I am sharing the benefits I receive from approaching criticism with curiosity and asking myself: what can I learn here?   

 In this and the next post, I will share some lessons we can learn from those who argue the case against inquiry learning. 

 1.    Engagement does not necessarily mean learning. 

I know this is not a new idea. But it is worth us reminding ourselves that it IS easy to mistake the delight, connection and interest so beautifully generated by inquiry for learning itself. The compelling nature of inquiry is both a strength - and a challenge.  We’ve all been guilty of designing fabulous, hands-on investigative experiences that lead to little more than a fond memory.  The lesson for us is not to forgo the engaging tasks - far from it - but to remain keenly aware of the conceptual understandings and skills the task should be helping the learner develop.  If we are evaluating the merit of tasks simply on whether “the kids loved it” (which I hear all too often) we deserve the criticism!  Inquiry IS engaging and engagement is the first step towards learning, but it is insufficient in itself. 

2.    Beware the trap of style over substance

Related to the issue of engagement, we inquiry teachers are known for our elaborate “provocations” (a term with problematic use) designed to cultivate curiosity, stir up emotions and deliberately raise questions. I have facilitated many myself.  However, such experiences run the risk of being memorable but not for the reason we hoped.  It is argued that our memory of compelling experiences can be more ‘episodic’ than semantic and, therefore, they fail to contribute to deeper, conceptual learning.  We can certainly activate interest in a new inquiry through a provocative experience BUT the relationship between the experience and the conceptual understandings we are working towards can be easily lost or overlooked. Worse still, the experience may be more distracting than helpful. 

 I remember many years ago, beginning an inquiry into how we use the earth’s natural resources with an activity that required children to ‘mine’ chocolate chips from a cookie while trying to keep the cookie itself intact. The children certainly remembered it.  I understood the connection – but did they?  When reflecting on their learning later in the unit, they failed to make any connection with the concept of sustainability that supposedly underpinned the inquiry! They talked a lot about the ‘cool cookie activity’ but made no real links to the focus of the unit (I imagine some of them might to this day refer to it as ‘the cookie unit’).  The way I framed the task meant it was more distracting than helpful. The medium outstripped the message. Launching an inquiry journey this way is well intentioned and can be a powerful way to motivate and activate curiosity (the research on curiosity would suggest it is really important to do so) but the purpose and link to the big ideas being explored needs to be clear. Re-visiting the thinking generated by the experience over the course of an inquiry means it is more likely to shift learning from shallow to deep.

3.    background knowledge helps us inquire into new things. You don’t know what you don’t know.

A persistent theme in the discourse against inquiry is that teachers neglect the importance of background knowledge necessary for successful independent investigation.  As the saying goes “You don’t know what you don’t know.”  Somewhat ironically, this actually informed the development of my cycle of inquiry many years ago. The ‘Finding out and sorting out’ phases of the process are most often collective/shared experiences where  (particularly older) learners are investigating something together in order to then figure out what needs to be more specifically inquired into by individuals or small groups (‘going further’). The point of difference for me is that ‘building background knowledge’ can still be done in a more inquiry based way rather than the often suggested: “teacher tells - then students inquire.”  Before learners construct questions for further investigation, taking time to pause and establish tentative conclusions as result of our shared inquiry ensures a much stronger base from which to move into new investigations.  This also helps explain why we can become frustrated with the quality of learners’ questions – we may simply be inviting them too early in the process, particularly when the inquiry is taking learners into quite new, challenging territory. 

 4.    Prior knowledge has a significant impact on the effectiveness of new learning 

Coupled with the challenge that inquiry fails to acknowledge the importance of background knowledge is the claim that it does not help students gain depth of understanding. This criticism can help us improve a part of the process good inquiry teachers already use. We just need to do it better. 

 One of the staple strategies of the inquiry teacher is, in fact, to deliberately activate prior knowledge in order to facilitate new learning (cue ‘brainstorm’/KWL chart).  Too often, however, strategies designed to activate the ‘known’ are superficial and lack explicit attention by both teachers and learners. Tuning- in or ‘activating prior knowledge’ is seen as a step in a recipe rather than an important way to manage cognitive load. Information in long term memory is stored in ‘schema’ which help us organise and accommodate new information Filling in a ‘KWL’ chart, for example, may do very  little to help integrate new and existing knowledge. And learners are not even aware that this prior knowledge is being activated! Simply asking learners to vaguely list things they know keeps the learning shallow and is only a vague nod to the activation of existing schema.

To support the learner in moving from shallow to deep understanding, take time to really tune in (indeed to inquire into) the learners’ current ways of seeing the concept/s you plan to explore more fully.  And make the purpose of this tuning in time explicit to students. Slowing down and spending time on our current ‘working theories’ around a concept prepares the way for new learning.  It lightens the cognitive load by retrieving stored information to allow new connections.  This work also offers important base line data for assessment of progress over time. By taking time to engage with learner’s ways of seeing something (listening and observing, analysing evidence of thinking)  we honour a core principle of inquiry learning which is about truly valuing the learner’s perspective. And to strengthen this even further – we need to keep doing it throughout an inquiry journey.  Routines such as Ritchhart’s ‘I use to think but now I think’ are ideal for this purpose.  

5.     ‘If you don't know where you're going, you might wind up someplace else’ (Williams, 2016) 

There remains a common misconception that ‘knowing where we are headed’ is anathema to inquiry and this leads to understandable criticism.  Any teacher who has planned with me will attest to my obsession with clarifying ‘conceptual understanding goals’ - the overarching conceptual understandings we want students to deepen as a through the inquiry. Understanding goals act as vital anchors for teacher decision making about resources, task design and assessment.  When big ideas are shared and indeed constructed with learners (at some point – not always straight away) we also ease unnecessary cognitive load andstrengthen learner agency. Lack of clarity about the big ideas underpinning learning, it is like giving learners a jigsaw puzzle without the picture on the lid of the box. Clear conceptual understandings allow for connections to be made across learning areas and lift the quality of questions/prompts teachers use as they work with learners.  Explicitly sharing these big ideas with the learners as an inquiry unfolds further aids robust, long term memory. The clearer we are about where we are headed, the more successfully we can use children’s interests and questions to help forge the learning path. 

6.    Being asked to learn about too many things at once can mean we learn very little at all

A couple of months ago a spent some time in a senior primary classroom in which children were working on individual inquiries into things they were interested in. The teachers were, of course, extremely well intentioned. Students had choice and their interests were being valued and this was working well for some.  I noticed, however, several of the children were seemed lost and overwhelmed by the opportunity. One boy, for example, was inquiring into in ‘black holes’ and had planned to make an animation to explain what they were and how they worked.  As I talked with him it became obvious that he had spent a long, long time jumping from one random website to another, watching youtube clips and copying down a list of facts – none of which he could really explain to me.   When I asked him about his plans for the animation he was vague: “I haven’t actually done one before but they are so cool.”  Put simply, the choice and autonomy offered to this student were compromising rather than enhancing his learning.  The demand was too great – a challenging topic about which he had no prior knowledge, limited skills in determining relevant information and a means of sharing his ‘learning’ that he had not yet mastered.   He was sent off with too many plates spinning at once – and they were all simultaneously crashing! This student needed more support and feedback early in the negotiating phase.  As inquiry teachers we understand  the importance of choice however, choice without sufficient support can be counter-productive. 

As an inquiry teacher I am as concerned about the how of learning as I am about the what. BUT I need to keep this manageable and accessible to avoid unnecessary split attention and cognitive overload. For me, this means using Guy Claxton’s technique of clear, split screen intentions and keeping those intentions specific, manageable and integrated. The ‘how’ and the ‘what’ of learning are equal players in the inquiry classroom. If we expect learners to focus on a disposition like ‘resourcefulness’(for example)  then we need to make sure we have designed learning experiences  in a way that do, indeed, require resourcefulness. We also need to be mindful that if the content is unfamiliar to the learner then the processes they might use to access or share their learning should be more familiar.  The learning should stretch across the how and the what – but not to the point where it snaps. 

 7.    Finding things out does not mean we understand Them.

 This one is simple. A reminder that engaging learners in ‘finding out’ is insufficient.  Effective inquiry teachers know that the reading, listening to experts, experimenting, interviewing, viewing, testing…all the ways we go about gathering new information are only a part of the process.  It is the analysis, reflection and transfer that leads to deeper understanding.  This is a common pitfall. It can feel like we are learning when we are encountering new information (especially when it is through a direct experience) but we need to ensure there are ample opportunities for processing these experiences in multiple ways.

Phew!

Ironically, the length of this post may well have made it difficult for you to manage your own cognitive load – so I’ll stop there!!  Suffice to say, there are at least a dozen more thoughts whirling around my inquiring mind - so I may well come back to this theme in a future post. 

It’s easy (and lazy) to quickly dismiss ideas that conflict with our own - and doing so diminishes us. The central learning for me as an educator remains this..

Stay open. Stay curious. Be comfortable with the tensions and the tangles in all the ‘research’ out there.   If I am truly an inquiry teacher, I can do no less than BE an inquirer and continue to seek understanding as I learn and teach. 

 What have you learned about inquiry from those who argue it is ineffective? 

 Just wondering

Barron, B., & Darling-Hammond, L. (2008). Teaching for meaningful learning: A review of research on inquiry-based and cooperative learning. Powerful Learning: What We Know About Teaching for Understanding (pp. 11-70). San Francisco, CA: Jossey-Bass. 

Claxton, G. et al (2011) The Learning Powered School. TLO, Bristol. 

Friesan, S. and Scott, D. (2018) Inquiry Based learning: a review of the research Literature, Paper prepared for the Alberta Ministry of Education June 2013 

Hmelo-Silver, C., Duncan, R., & Chinn, C. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42, 99– 107. 

Kirschner, P., Sweller, J., & Clark, R. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86. 

Rosenshine, B (2012) Principles of Instruction: what every educator should know. American Educator ( Spring)

Williams, D. (2016) https://www.tes.com/news/dylan-wiliam-nine-things-every-teacher-should-know

Hattie (2016) 11 Questions to Professor John Hattie, asked by terachers.

https://visible-learning.org/2016/07/ask-professor-john-hattie-a-question/

(courtesy of. student who participated in an inquiry workshop at Lansdowne Crescent Primary in Hobart earlier this year)

Keeping it real: inquiry and authenticity

I once spent a year living in the same street as the school in which I was teaching. It was a mixed blessing. One the one hand, I could work late and still be home at a reasonable hour on the other hand I probably worked way too late way too often.  But that’s not the point of this story. 

 Living so close by meant I inevitably bumped into kids from the school over the weekends. At the supermarket, walking my dog, in a café…and the reaction was most often the same - especially from the younger kids:  “Whaaaaat? A teacher? IN THE SUPERMARKET? OUT WITH FRIENDS? etc. I’m sure many of you have had the experience…slightly awkward, a few giggles, the out-of-context encounter that challenged their view of me as ‘the teacher’ whom they assumed probably lived at school (OK - yes, I almost did.)

 Back then, I was ‘Miss Murdoch’.  I referred to the classroom as ‘My Classroom’, the kids had to line up in two straight lines before being allowed to come in to the room after each break. They ate when the bells told them they could, we rarely ventured out of the room unless it was to go to ‘the art room’ or ‘ the gym’ where they would spend 45 minutes learning something that was quite disconnected from anything that happened in the classroom. They sat at little tables in little wooden chairs – occasionally ‘working’ on the floor for a special treat. They did activities that I planned and followed rules I devised for them.  What a strange environment classrooms were (are?) in contrast to the lives lived outside of school.  And what strange beings we teachers were (are?). Is it any wonder they were taken aback to see me doing everyday things that every day people do! 

 Now admittedly, that was a long time ago. Much has changed but I remain curious about the degree to which we allow ourselves to be authentic with our students and why we insist on maintaining some of the routines, rituals and practices that seem so disconnected from life outside of school. I recently heard a teacher in dialogue with her students referring to herself in the third person (‘So what Mrs X wants you to do now is….so Mrs X is showing you how to….’). Strangely inauthentic.  Many of us have a ‘teacher voice’ we put on when we work with children that is quite different to the tone we might use outside of school. We sit on a chair while children sit at our feet (would we ever do that in a non-school context ? We would generally position ourselves alongside others as we talk with them) … there are a myriad of unconscious ways we talk, interact, position ourselves, curate our spaces and organise our days that seem so alien in contrast to the rest of our lives. 

 One of the 10 key practices I advocate for teachers to develop in order to nurture inquiry is the practice I simply call ‘Keep it Real’. It is a plea for authenticity.  

Authenticity is a word we throw around a lot in education and , indeed, has become one of those words that can easily prompt an eye roll due to glib over-use. We talk about ‘authentic inquiry’ and ‘authentic contexts for inquiry’ but what do we really mean?  Some musings on the matter below:

© Kath Murdoch 2019. Keep it Real.

Bridge the divide

There remains a gulf between the lives many children lead outside of school and the lives we have them lead while they are at school. The gulf is much narrower in many early childhood settings and seems to widen as children get older.  What can we do to bridge the strange divide between schools and the wider community? 

BE authentic. You do you. 

If we are going to talk about ‘authentic contexts’ for learning then perhaps we need to think first about how authentic WE are as we engage with learners. Is our ‘teacher identity’ getting in the way of a more powerful, personal connection with our students? How do they see us? How do we see ourselves?  Do we interact with them in the same, respectful, reciprocal way we might with others outside of the school context? How authentic are WE? Don't be afraid to be the vulnerable, imperfect, HUMAN that you are. 

Make the classroom a place that feels good to be in.

Is the environment in which we and students gather each day one that feels ‘authentic’? Does it allow for movement and flexibility? Is it comfortable? Are there places to retreat to as well as interact with others? Can learners choose where they will learn? Have you engaged learners in co-constructing expectations? Is this a room/space that you feel proud of? Like your home, do you enjoy walking into it in the morning because you have taken time to consider the aesthetic of the space? Like a family (ideally!) do you all share the responsibility for caring for this environment? 

Recognise that inquiry opportunities are all around us.

And what about the learning itself? When we talk about ‘authentic contexts’ have we discussed with each other what we actually mean by that? When I think about ‘getting real’ with inquiry, I most often think of the power of purpose.   As communities, schools abound with problems, challenges and opportunities for us to inquire. What can we do about the congestion at pick up time?  How healthy is the food in the canteen? Should our uniforms be gender-neutral? Should we have uniforms? How can we better manage the waste we produce at school? How can we redesign some of the outdoor spaces so we can use them for learning? How can we integrate the art studio/gym/library/music room in a more meaningful/flexible way? Is the design of our learning spaces compatible with what we know about wellbeing?  How might the playground be redesigned to cater for all age groups? The list is endless….By engaging kids in inquiring into real issues/challenges within the school, we immediately enhance the authenticity. The purpose is obvious, the stakes are higher, the audience is real. The challenge is to then see the conceptual connections within that context. (It becomes more than, for example, simply building the playground…it is about design, function, properties, etc) 

Stay awake to possibilities

It seems to me that authenticity is also about our preparedness to ‘let go’ of a plan when a REAL opportunity to investigate something emerges unexpectedly. We have recently had a federal election here in Australia. The perfect context, it would seem, to explore concepts of democracy, power and decision making yet I encountered more than a few teachers who felt pressured to focus on other things that and been planned rather than go with this very natural avenue for inquiry. 

Be the inquirer you are

 The ‘process of inquiry’ is not some discrete, rarefied experience limited to school – we constantly inquire as we live our day to day lives. Whether it is choosing a paint colour, buying a car, wrestling with an ethical dilemma, teaching ourselves to play an instrument, learning a language or planning a holiday, we routinely ask questions, gather information from various sources, sort out and come to some conclusions. Share these authentic inquiries with students so they can see a greater fit between the processes they use to inquire in the classrooms and the ways we inquire every day. 

 Know your why

I know this phrase is becoming somewhat ubiquitous but bear with me. If authenticity is about a sense of purpose, then it really does pay to keep asking WHY.  Powerful learning happens when we ‘know the why’ of what we are learning. Keep asking WHY at the planning table, encourage students to identify the why as they construct their own inquiries. And the ‘why’ must be more than addressing the curriculum – the why needs to connect with our lives beyond school, now and in the future.

No secret teachers’ business

More and more, we are coming to understand the power of inviting the learner in to the decisions we make about and for theirlearning. Sharing intentions (co constructing them), building criteria for assessment together, inviting learners to help design the pathway of inquiry, having the learner curate their portfolios, providing options that allow them to choose workshops/clinics to attend, making the learning as visible as possible in the learning space, student led conferences …these things recognise the learner at the centre and the reality that is this – it is their learning!  Our failure to involve learners in the process of designing for their learning leads to ‘sham’ inquiry.  It can look like inquiry, even sound like inquiry but lacks the authenticity experienced when the learner is in the driver’s seat.   Inquiry - as an approach, IS already authentic. Just watch a young learner trying to figure out how something works or how to fix something they care about. They inquire. Linked to this is, of course the more authentic experience that emerges when we stop trying to map everything out to within an inch of its life and, instead, we are guided by what we notice in and discuss with learners regarding the 'next step’. Being authentic means accepting uncertainty and becoming more responsive to what is needed.

We talk a lot about authenticity - but to what extent do we allow ourselves to ‘get real’ in the classroom. And how ‘real’ can we be when we our schools exist in systems that retain structures and expectations that fly in the face of authenticity? What do you do to keep it real?

Just wondering…

The beautiful art of Inquiry teaching

When I first became interested in inquiry as an approach to teaching and learning (here’s a clue – my hair was permed and my jackets had shoulder pads), the emphasis was almost exclusively on planning/programming. We spent hours diligently planning “units of work” – carefully mapping out ‘hands- on activities’ children would do week to week to learn about the topics we chose for them.  Not only was the focus more on the planning than the teaching…. the planning actually wasn’t all that good.

But that’s another story. 

 The more I taught this way, the more I engaged in research during my years at the University of Melbourne and the more I observed teachers and children in classrooms -  the more curious I became about the what teachers actually did and said(and didn't do and say) with the plans they had made.  I was particularly fascinated by the magic that occurred when teachers successfully empowered children as confident, effective inquirers.  The pedagogy of inquiry remains endlessly intriguing to me. I love the planning/design work we do but I know all too well that no planning is worth the effort if we don’t accompany it with a strong repertoire of practice and a real understanding of WHY we work this way. Knowing the ‘what’ matters - but it is in the why and how that the beauty lies.

 In early 2014, I wrote a blog post entitled ‘What do Inquiry Teachers do?’. It remains one of the most read posts on my site. https://www.kathmurdoch.com.au/blog/2014/02/21/how-do-inquiry-teachers-teach

I followed that post up 3 years later with a refinement of these ideas:

https://kath-murdoch.squarespace.com/config/pages/55ca9ccbe4b03b6dcce8a2ba

Having worked intensively with the practices in many classrooms (I am so lucky I get to teach kids all over the world) I knew there was some ‘tweaking’ to do. My workshops began to focus more heavily on these ‘ways of being’ as teachers. Hundreds of teachers have helped me further refine my own thinking about what it means to truly bring an inquiry stance to the classroom – regardless of the subject matter or the age group with which we are working.  Suffice to say, these practices have been percolating for a long time!

 I find myself most often referring to this as teaching as an ‘art’.  This is by no means the first time our work has been described as such but it resonates so strongly with what I see and hear teachers doing as they nurture agency through inquiry.  My personal life is strongly connected to the creative arts - particularly music and dance. I have watched both my children thrive as learners in the context of the arts. For me - there is something essentially human about the way ideas can be expressed through art. Teaching, like dance, music, visual art is an act of creativity. There is skill, choreography and improvisation. What we do is almost magical when it is at its finest.

There is such beauty in this way of being with children. It is intentional yet spontaneous, highly creative, it evolves and redefines itself over time.  The skilled inquiry teacher works with a palette of possibilities  and mindfully draws on this repertoire in response to their learners.  There is indeed an art to inquiry teaching: choreography, composition and improvisation.

 So. With the help of a local artist, Justine Hutchinson, I set about trying to bring these practices to life as a series of art works. This time, I have chosen a different way of sharing ideas – not as a book, but with a set of cards that can act as a provocation, prompt inspiration, reminder or support to the interested teacher. 

And they are FINALLY ready and available on the website. The images have been designed  to symbolise the essence of each practice. On the back of each card is a summary of techniques, a reminder of strategies and some ideas for applying the practice to the classroom. I am so excited they are finally here.

 If you do purchase a set of the ‘Art of Inquiry’ cards – I would love to hear how you use them and how they work for you. There are some suggestions in the pack itself but it would be so interesting to hear about how they contribute to your growth as an inquiry teacher.

 I currently have them sitting on my desk at home – in little perspex stands. The remind me of what it means to teach (and learn) this way and of the beauty in the art of inquiry. 

What practices are on your palette?

Just wondering…

The Art of Inquiry Card Set is now available through kathmurdoch.com.au

Mapping journeys of inquiry through the year: emergent, flexible and connected.

I was recently rummaging through some old papers and came across a program I had helped a school create many (MANY) years ago. It was an impressive document in its day. A carefully organised sequence of units under ‘topic’ headings. Each topic was linked to detailed curriculum outcomes and positioned in sequence over a two-year cycle. Inevitably, these units would be tackled term by term – beginning as the term started and ending before the term break.   It was a neat, organised, detailed, safe, dependable two-year cycle of…. topics. Developed by teachers. For teachers.

This blast from the past prompted me to reflect on how much my thinking has changed about the way we can design for inquiry with and for learners. The end of the school year is only a couple of weeks away here in Australia so the process of ‘big picture’ designing for inquiry is in full swing. But, in some schools, it is looking very different from the old, fixed scope and sequence of standard topics. The predictability of a scope and sequence means inquiries became less driven by the learners’ questions, needs and interests and current resources or authentic connections are often overlooked. Children come to expect they will ‘do’ certain topics at certain year levels, and teachers new to teams feel little ownership over plans that have been made by previous teams.  

In Australia at least, the curriculum already provides us with a scope and sequence. The achievement standards lay out expectations for both content and processes students should be engaging with as they move through school. The CONTEXTS in which these achievement standards can be met can, by contrast, be dynamic and varied. Opening up the way we design our maps for inquiry means we can be much more responsive and attuned to the community of learners with which we work. The key, ironically, is knowing your curriculum really well.

There are four significant changes I often make to the process of ‘curriculum mapping for inquiry’ (although this depends on the readiness of the school) 

1.    Inquiries are designed on a year by year basis. The program is flexible – not fixed. There is plenty of room for new inquiries to emerge through the year as well.

2.    Where we can, we find authentic contexts for inquiry using issues relevant to the school, the local and global community.  

3.    We consider the big questions to potentially arc across a year rather than allocating a rigid time frame. We can then dip in and out of them over the year and make connections between them.

4.    While the curriculum informs our thinking, it is not the only source of information assisting us in the design of the map – the students themselves contribute to the decisions we make about these contexts for inquiry.  It is their learning, after all.

 Ditching the reliance on a two-year cycle of units and treating each year as a fresh start, means we can use the children’s interests and needs as well as global, local and school-based issues and events to offer more authenticity  and purpose for inquiry.  One of the best things we can do is to take a look around our immediate environment – the school, its surrounds and our community. ‘Problem finding’ is a key element of design thinking and can offer up amazing opportunities for authentic inquiry. Are you renovating or building new classrooms?  Does the canteen need an overhaul? How safe is the car park at drop off and pick up time? How sustainable is the garden? Does the playground need a re-think?  Are you planning a performance/production? Is there a camp that might lend itself as a centrepiece for inquiry?  Some of the best contexts for inquiry are right under our noses – and they will vary from year to year.  Liberating ourselves from a fixed scope and sequence allows the both teachers and learners to really own the inquiry as it is designed.  Similarly, taking time to ask kids what they would love to explore – what things excite and challenge them can provide us with wonderful ideas for contextualising inquiry in engaging contexts. Contexts such as the ones I have described are often used as ‘case studies’ to helped children explore broader, compelling inquiry questions.  It is these compelling questions we generate as we start to map the year ahead. 

 The big questions we intend to inquire into can be shared with (and indeed developed with) students from the beginning of the year.  The best questions deserve to be revisited throughout the year as events, texts, interests emerge that connect to them. The world is not neatly organised into discrete boxes, so treating the questions in a more fluid, flexible way also helps students make important conceptual connections between them.  Each question, of course, will have its ‘moment in the sun’ but rather than packing that inquiry away (we’ve done ‘adaptation’ what are we doing next?) it remains visible and available to return to.  

 A few of the questions teams have generated so far in our mapping work over the last couple of weeks include:

 What can art teach us about history? (history, the arts, design technologies, ethics, intercultural understanding)

What makes a connected community? (Civics and citizenship, geography, history)

How does design influence wellbeing? (design technologies, health, science)

How do stereo types influence our relationships with others? (health, intercultural understanding)

How can I be an ethical consumer? (economics, ethics, geography)

How do living things (including humans) adapt to changing environments? (science, health, geography)

What influences the choices we make? (health, civics and citizenship)

 (These are all examples linked to the Victorian curriculum)

Working this way -  in and out of compelling inquiry questions  - requires big picture, synergistic thinking and is not for the faint-hearted (or inexperienced). It requires strong curriculum knowledge and the capacity to spot an opportunity for connection between events and interests that emerge over the year and the questions themselves.  Returning to questions over the course of the year allows learners to deepen their understandings and gain new perspectives over time.  Inquiry teachers are highly attuned to the opportunities to help learners make connections to the big questions. Take, for example, the rather unwelcome appearance of a large cockroach in a kindergarten classroom early this year.  The children were both terrified and fascinated in equal measure – with many, many questions.  The resulting investigation connected beautifully with the big question ‘What living things do we share our world with?’ and ‘How do living things survive in changing environments?’- building conceptual understandings around structure and function, classification and connection.   In a year 2 class, the opportunity to investigate the design of a new playground was too good to resist!  This inquiry connected strongly with the big question ‘What is it made of and why?’  -  the perfect vehicle for looking at design, materials and their properties.  Lost teeth, new babies, holidays overseas, big weather events, a political issue everyone is talking about, community celebrations, a novel that has everyone in its spell….these moments can trigger small inquiries amongst the ‘bigger’ investigations we design more intentionally. All connect back to those compelling big questions – weaving a connected tapestry of inquiry across the year. 

Have you escaped the tyranny of a repetitive, predictable program?

Just wondering…