Reflections of Inquiry: Virtual Learning Network.
The fundamental purpose of the Teaching as Inquiry cycle is to achieve improved outcomes for all students. Less obviously, but very importantly, the cycle is an organising framework that teachers can use to help them learn from their practice and build greater knowledge.
Inquiry and Reflection shows how stories of schooling can elucidate difficult, and unexamined problems facing teachers. While professional texts tend to raise issues of power and its distribution and questions of culture and ideology, often the manner of presentation is abstract, and pre-service teachers have difficulty making connections.
Reflection Saturday, December 11, 2010.. and I found that the traditional approach to learning different in many aspects to inquiry- based learning which are in this table. Inquiry-based learning. Traditional approach to learning. Teacher Role: As coach and facilitator.
As they write, the Reflection Guide can remind them about what is expected and help them consider whether they have responded fully to the expectations. Guide your English Learners in engaging in discussion of the first draft of the argument they write with another student.
Book Review: Teachers’ Writing Groups: Collaborative Inquiry and Reflection for Professional Growth By: Caroline Griswold Date: March 23, 2009 Summary: Caroline Griswold reviews Teachers’ Writing Groups: Collaborative Inquiry and Reflection for Professional Growth, finding that it is, like the best writing project work, both practical and personal, and is full of useful ideas for teachers.
Inquiry-based learning (also enquiry-based learning in British English) starts by posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. The process is often assisted by a facilitator.Inquirers will identify and research issues and questions to develop their knowledge or solutions.
Reflection Journals: A reflection journal allows instructors to capture details of their teaching directly after class, and read an ongoing narrative of their teaching across terms and years. Taking 5 or so minutes after class, the instructor writes thoughts on the day’s lesson (typing or handwriting works, although handwriting often supports better memory and reflection).