Inquiry and WebQuests...I have to admit I'm torn...
My first inclination is to say that I do understand and fully support inquiry-based learning...as a matter of fact, I think it's the root of where true learning starts from. I believe, the things people are most interested in learning, are the things they are most curious/inquisitive about. Thus, learning from inquiry is a natural fit.
That said, you then run into the innumerable issues about learning, especially about how it's "supposed to" happen. A major challenge, for me, is that my introduction to WebQuests is that they are to be used as an extension to a curriculum-based activity/unit. I think they can be especially beneficial in this way, as they can help guide and direct students to make connections with the lesson/unit in ways they may not have done before.
However, to put inquiry on the "front burner" and allow students (almost) "free reign" to utilize their own interests in order to learn something...it's so...free and open-ended, and...radical!
Yes, to many it would seem that it is. However, why not give it a chance?
That's my hope, in creating my final project for this course. I'm very curious to see how it turns out!
Sunday, October 25, 2009
Saturday, October 17, 2009
Web 2.0 Tool ~ Wordle
What is it?
Wordle, is a self-described toy for generating “word clouds” from text that you provide.
Basically, you can enter any text and create a work of art and/or visual representation of the text!
How it works
Wordle works in 3 simple steps:
1) Enter text
2) Change the format/layout/colors, etc.
3) Upload/Save/Print (You choose!)
Where it is going
Anywhere you want it, within the limits of the application.
I really appreciate the honesty and simplicity of Wordle’s FAQ (frequently asked questions) page.
Check it out at http://www.wordle.net/faq - saveas.
Why it matters to teaching and learning
Wordle is an awesome tool that would allow for any text to be shared. It can be used anywhere from Kindergarten to College students! Some suggestions for the classroom would include:
~ Spelling Lists
~ Vocabulary Building
~ Poems
~ Class Roster
~ T-Shirt/Poster/Graphic Design
THE POSSIBILITIES ARE AS GREAT AS YOUR IMAGINATION !!! : )
A basic explanation of how to use Wordle
This is Wordle’s homepage. It gives just a little information about how Wordle works, allows you to create your own, and/or look at Wordle examples that have already completed in made public.
Create
As mentioned in the information about, creating a Wordle is as simple as 1, 2, 3.
Step 1
Click on “Create Your Own”
This will take you to this page.
Step 2
At this point, you will get 3 options
1) You can paste or type information in
OR
2) Enter a URL of a blog
OR
3) Enter a del.ici.us user name to see (and upload) tags
Once you do that, click go/submit.
If you type information in, the next screen you'll see it will look something like this
That will take you to this screen, where it will have turned the text you created into a word cloud.
Step 3
From here, you can change and edit the Language, Font, Layout, and Color.
Eventually, you’ll settle on a design you like.
You can then either print, save (as a pdf) or post the Wordle to the website.
Enjoy using this creative and fun tool!
Sunday, October 11, 2009
Inquiry
Inquiry...it's a general term with an implied understanding and it's a quality we all want our students to possess...but how do we know when people are being inquiring?!
When thinking about the word "inquire" as an action-verb, I think of a question asked with a strong sense of curiosity. Meaning, that one poses a question, with a deep interest in what the answer, in all of its many facets. This may be premature or even fantastical, as it’s simply my knee-jerk reaction, but I strongly feel that genuine curiosity drives inquiry.
This basic idea, leads me to define inquiry as “a process of learning that is rooted in exploration and guided by curiosity and a variety of learning experiences”. I think that students can participate in active inquiry of any subject matter, at any age.
In order to better think this definition through, I found the following resources helpful: An Inquiry Primer by Alan Colburn, from Science Scope Magazine, March 2000 and the website/organization The Inquiry Learning Forum, http://ilf.crlt.indiana.edu/ .
In his paper, Colburn suggests that inquiry can happen in 3 major forms: Structured Inquiry, Guided Inquiry, and Open Inquiry. Colburn goes on to describe structured inquiry as step-by-step procedure, guided inquiry as inquiry based in appropriately provided supplies and a general direction, and open inquiry as the provision of appropriate materials and encouraged investigation. As an educator, all three of these examples paint a vivid picture of an inquiry-based learning experience within the classroom setting. Also, Colburn strongly encourages teacher-student discussion during inquiry-based activities/learning experiences, as the discussion roots the actual learning experiences and helps shape student understanding.
The other resource that I greatly appreciated was The Inquiry Learning Forum, and I was immediately drawn to their definition of inquiry, which is as follows:
The part of this definition that I agree most heartily with is the second sentence “It is complex, multifaceted, and looks different in different classrooms and contexts”. My simplification of this statement would be “if students study what they are interested in, in way that is meaningful to them, learning is able to happen. I strongly believe that if a classroom puts curiosity and exploration as its driving focus, students cannot help but truly learn and thrive.
When thinking about the word "inquire" as an action-verb, I think of a question asked with a strong sense of curiosity. Meaning, that one poses a question, with a deep interest in what the answer, in all of its many facets. This may be premature or even fantastical, as it’s simply my knee-jerk reaction, but I strongly feel that genuine curiosity drives inquiry.
This basic idea, leads me to define inquiry as “a process of learning that is rooted in exploration and guided by curiosity and a variety of learning experiences”. I think that students can participate in active inquiry of any subject matter, at any age.
In order to better think this definition through, I found the following resources helpful: An Inquiry Primer by Alan Colburn, from Science Scope Magazine, March 2000 and the website/organization The Inquiry Learning Forum, http://ilf.crlt.indiana.edu/ .
In his paper, Colburn suggests that inquiry can happen in 3 major forms: Structured Inquiry, Guided Inquiry, and Open Inquiry. Colburn goes on to describe structured inquiry as step-by-step procedure, guided inquiry as inquiry based in appropriately provided supplies and a general direction, and open inquiry as the provision of appropriate materials and encouraged investigation. As an educator, all three of these examples paint a vivid picture of an inquiry-based learning experience within the classroom setting. Also, Colburn strongly encourages teacher-student discussion during inquiry-based activities/learning experiences, as the discussion roots the actual learning experiences and helps shape student understanding.
The other resource that I greatly appreciated was The Inquiry Learning Forum, and I was immediately drawn to their definition of inquiry, which is as follows:
Inquiry is a dynamic approach to learning that involves exploring the world, asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding. However, inquiry is a tough concept to pin down. It is complex, multifaceted, and looks different in different classrooms and contexts. The Inquiry Learning Forum community is focused on better understanding inquiry by both working to support student inquiry and also helping teachers inquire into their own teaching practice so that they can become better teachers.
The part of this definition that I agree most heartily with is the second sentence “It is complex, multifaceted, and looks different in different classrooms and contexts”. My simplification of this statement would be “if students study what they are interested in, in way that is meaningful to them, learning is able to happen. I strongly believe that if a classroom puts curiosity and exploration as its driving focus, students cannot help but truly learn and thrive.
Sunday, October 4, 2009
Some Perspective...
*** Disclaimer: I feel that this blog post presents “a lot to chew on”. The videos used in this post were found on-line and I think present pertinent, but not always pretty information. I hope that this post inspires further conversation and by no means am I posting any of it in order to be shocking, controversial, or rude. As is good practice with any new information, I ask that you view this with an open-mind and I hope that this information gets your “wheels spinning” just as much as it has mine! ***
Then I found 2 really cool resources on-line that help illustrate my thoughts. Please, take a few minutes and view these two videos.
For me, both of these videos bring up a number of questions. To be honest, it brings up so many questions that I can't even begin to list them all. Some of my "knee-jerk responses" to each video are as follows:
Video 1: Did You Know 4.0
~ Convergence of technology: How do we integrate it into the classroom?
~ What is the balance of traditional media vs. digital media in our lives and in the classroom?
~ How do we teach responsible media use (especially in the light of on-line purchasing, downloading, etc.) to our students?
~ Wikipedia: How can it be a platform for learning?
~ Text messaging: There is SO much to be learned from this form of communication, and little of it has to do with the myriad of abbreviations! ; )
~ Social networking: It can be used to raise funds, awareness, TEACH...the options are almost ENDLESS!!!
~ Mobile devices...they're here to stay...
Video 2: Yes, We Know
~ Asking questions is important, how do we teach that skill, with or without the Internet?
~ Past, present, and future: How do we teach those concepts, using the Internet?
~ Again, proper web-use...can it be taught, enforced, agreed upon?
~ Web 2.0, Web 1.0...do we know about the evolution of such, since it's all around us?
~ Our true opinion vs. what we're told our our opinion can/should be
~ Blame/censorship (an on-going debate, no matter the media option)
~ Individual/Group involvement in social media
~ Truth: What can be trusted, why?
~ Blogs: What is shared? How is it shared?
~ "Life on-line" vs. everyday life
~ "What does it all mean to parents, educators, responsible adults?"
~ Participation is important...imperative?!
~ Individual knowledge and acquisition of knowledge
~ Digital Natives vs. Digital Immigrants
However, the largest question that looms for me is this: "How do we---as a society, as educators, as humans---understand and integrate the Internet, and all that it brings, into our daily lives?"
Then I found 2 really cool resources on-line that help illustrate my thoughts. Please, take a few minutes and view these two videos.
For me, both of these videos bring up a number of questions. To be honest, it brings up so many questions that I can't even begin to list them all. Some of my "knee-jerk responses" to each video are as follows:
Video 1: Did You Know 4.0
~ Convergence of technology: How do we integrate it into the classroom?
~ What is the balance of traditional media vs. digital media in our lives and in the classroom?
~ How do we teach responsible media use (especially in the light of on-line purchasing, downloading, etc.) to our students?
~ Wikipedia: How can it be a platform for learning?
~ Text messaging: There is SO much to be learned from this form of communication, and little of it has to do with the myriad of abbreviations! ; )
~ Social networking: It can be used to raise funds, awareness, TEACH...the options are almost ENDLESS!!!
~ Mobile devices...they're here to stay...
Video 2: Yes, We Know
~ Asking questions is important, how do we teach that skill, with or without the Internet?
~ Past, present, and future: How do we teach those concepts, using the Internet?
~ Again, proper web-use...can it be taught, enforced, agreed upon?
~ Web 2.0, Web 1.0...do we know about the evolution of such, since it's all around us?
~ Our true opinion vs. what we're told our our opinion can/should be
~ Blame/censorship (an on-going debate, no matter the media option)
~ Individual/Group involvement in social media
~ Truth: What can be trusted, why?
~ Blogs: What is shared? How is it shared?
~ "Life on-line" vs. everyday life
~ "What does it all mean to parents, educators, responsible adults?"
~ Participation is important...imperative?!
~ Individual knowledge and acquisition of knowledge
~ Digital Natives vs. Digital Immigrants
However, the largest question that looms for me is this: "How do we---as a society, as educators, as humans---understand and integrate the Internet, and all that it brings, into our daily lives?"
To me, this a on-going challenge, one that, as an educator I should be in continual dialogue and discussion about. It's a new world out there, and I'm excited to be a part of it!
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