Inquiry-Based Learning
How can technology help run a school not just better , but altogether differently ?
The question to always start with when considering technology and learning is : How do we ensure that it ’ s the technology that serves the learning and not the other way around ? Technology is extremely powerful and seductive in its promises to education . A school needs a sound mission and vision to base their educational decisions off which then dictates the use of technology . The first step is to consider how does the school define high quality learning experiences and then how can technology serve that definition . Interesting technological applications include ideas about more flexibly using time and space to work with students — robust scheduling systems can allow for more options that flex to timely needs for learning .
Additionally , these powerful tools can elevate student work from trifold boards to industry level video productions , taking their work out of the realm of ‘ kid ’ work to the level of professional . Technology can make the work the students engage in , relevant now , not just after they graduate . Technology is fodder — fodder for any number of avenues that push the boundaries of relevance and authenticity for learners . The key is to use the inquiry process to keep asking hard questions about how technology serves learning and then reflect on practices to refine for better outcomes . This is a process , that I suspect we will be engaged in as learning communities for
the foreseeable future .
How are learning spaces being redefined ?
Sadly , in most spaces , they aren ’ t . Or they aren ’ t in meaningful ways . We ’ re seeing more ways that people think learning can be redefined by creating “ blended ” learning or “ personalized ” learning , but we ’ re not seeing enough people reconsider what it means that learning spaces are now important because they are the places we come together .
There are some very hopeful things happening , though . When you look at the work that folks like Bob Dillon and David Jakes and Karina Ruiz and Trung Le are doing to help people rethink how pedagogy must drive learning space design , you can see how people are thinking deeply about how active , IBL learning must change learning spaces .
How can educators promote active learning ?
Well , they can read Zac and Chris ’ book — Building School 2.0 : How to Create the Schools We Need — it ’ s a wonderful book to stimulate a lot of the questions we think educators need to ask to create active learning environments !
Beyond that , a wonderful lens is to always keep in mind “ Less us , more them .” The more educators can create the conditions where they don ’ t have to own the front of the classroom , but spend their time listening to students as they tackle deep questions and serving to guide , prompt , and scaffold .
It ’ s important to remember that this isn ’ t “ let the kids do what they want ….” Creating the conditions for active , inquiry-driven learning requires incredible planning and forethought . Using tools like essential questions and backwards design allow teachers to put in the hard work of planning for a student-centered classroom .
What changes can be made in schools to make them more student directed , modern and responsive to current needs ?
Schools need to revisit their common practices to evaluate the possibilities for innovation and change . Many schools want to change but are not creating conditions for such change to occur . A commitment to redefining mission and vision to align with a more student directed focus is a start . From there , schools need to implement a series of specific and scaffolded actions that help teachers move instructional practice toward more modern methods with authentic and original evidence of student learning . These action steps may include a shift in professional development , master schedule , interview questions , and human resources recruitment . We often think of the changes that need to happen as only those related to the classroom , but much of the change is related to the system shaping the space around the classroom .
At the very core of the issue is a basic commitment to the notion that schools are human spaces , committed to creating responsive , relevant and caring learning environments for all people in those systems . From there , the rest of it can begin .
28 essentials | fall 2018