C94: Designing and Assessing our Inquiry Framework (2.6-2.8)

​This week, we are going to look at various scaffolds that will support and assess our use of inquiry within our practice.  For newer teachers, we will explore some systems that may help you get started.  For others, we will examine ways to deepen our practice so learners take more agency. 
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​A big thanks to our guest host, Katie Poulsen, for leading our book club this week.  She had to battle break out room issues, expiring Zoom links, and time constraints.  We were able to really unpack this section and I know it was due to her passion for this work.

​The pedagogy of inquiry

From the beginning, Kath Murdoch makes a compelling statement that made me stop, reflect, and connect.  “How we teach matters…How we teach not only influences learner achievement, it also shapes the way learners think about themselves as learners and the way they think about the nature of learning itself.”  Take a moment to pause about this quote.  How we teach sets up a child’s learning identity.  I think this is why we educators look at our profession as a “calling”, because we know the mantle that rests upon our shoulders.  I still remember things that educators said in passing while I was growing up that have imprinted my identity as a learner.  

Kath continues, “The metaphor of artistry has long resonated with me as an inquiry educator.  Viewing pedagogy as an art takes it beyond the mechanistic, technical, formulaic, and recognizes that teaching is a responsive act.  It requires a willingness to receive as well as give, to be spontaneous as well as planned, and to always be open to new ways of thinking and being in response to what we observe and hear.”

​I made a connection to Misty Paterson’s book, Pop-Up Studio: Responsive Teaching for Today’s Learners.  She describes what it means to be a pedagogical artist. This blending of teaching with creating something magical.  This represents the picture in my mind as I think of inquiry.  It’s a blending of multiple ideas, materials, and experiences to create something magical.  

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One of my favorite items in this section is a self-assessment tool to measure our current pedagogy and identify areas for our own personal inquiry.  It can be found on pages 58-59.  As you know, I am a big fan of success criteria, because they scaffold goal setting so well.  Through our group discussion, my viewpoint of this self-assessment turned towards using it as a whole-school success criteria. 

From a teacher perspective, I would complete the self-assessment tool and identify my growth areas to create a goal.  Next, we need to identify the point when we feel we have met our goal.   For me, it’s “proficient” on this tool, because it means I have a strong grasp and the necessary skills to move towards mastery.   Afterwards, I need to re-read the goal descriptor and highlight the areas that are still a struggle, so I can construct a solid plan on how I might achieve it. 

From a school leader perspective.  I would have teachers and school leadership identify areas of strength and growth for each indicator and highlight the parts of the descriptor that summarizes their experience.  In the shared spaces within the office area, I would have the descriptors posted with pictures of teachers that are “leading” in that area, but provide specific examples from the descriptor.  This will highlight them as experts.  This provides peers who are still developing in the same area a person they can go to ask for strategies, clarification, and support.  What a wonderful way to build school culture and relationships. 

Can you tell that this is my favorite new tool? 

Learning to Inquire

​You know inquiry is happening in a classroom when learners are able to speak of it freely without teacher support.  In a recent school visit, Kath engaged with learners who were just learning how to inquire on their own.  One of the learners' reflections was priceless.  “Well, you have to start by thinking about what you already know, that’s kind of like tuning into what’s in your brain already.  Then you might have more questions and then you need to do some finding out and you can find out in lots of different ways.  It depends on what you are investigating.  You have to think about it all and kind of sort it out in your head and show what you are thinking because your thinking changes.  You take action when you do something with what you have learned.”

This is the language that we want from our learners as they develop into their roles of inquirers.  They should grapple with the process, since inquiry is messy, fluid, and multifaceted.  We can begin this process through shared inquiries, such as a PYP unit of inquiry. “Shared inquiries that involve a class or cohort of learners inquiring together can be a helpful way to build this collective language and understanding - particularly beyond the early years.”  

To assist with shared and personal inquiries, Kath shares her revised inquiry cycle.  Now, it’s considered a journey where different entry points are flexible.  In our break out room, we had a discussion about moving away from inquiry cycles, since many of them are quite rigid in stages.  One of my teammates reminded me that for new teachers to the PYP, an inquiry cycle provides security until the teacher is able to wield it on their own.

Kath added to this idea, “There is an enormous variety in the way people go about investigating questions and issues of interest and significance  to them.  However, models and frameworks such as the one depicted here can help learners talk about the process they are using and can provide a useful common anchor for dialogue about the design of a personal project.”

Growing learning assets

​Manion and McAllister state, “As well as building subject knowledge, education is a process of self-actualization, helping every young person find their feet, find their voice, and work towards becoming the best version of themselves that they can be.”  This quote sums up why I became a teacher.  I wanted to help my learners to see their potential and provide them tangible skills that they can re-use in the future.  

In the PYP, we call these skills Approaches to Learning or AtLs.  They are skills that learners take on themselves to become independent thinkers and inquirers.  We have five categories of AtL skills: thinking, research, communication, self-management, and social.  In her book, Kath adds a sixth category called  contributor.  Listen to this description!

“I am a Contributor.  I am courageous and responsible.  I try to use my learning to make a positive difference to my life and the lives of others.  I am aware of these skills, talents, and perspectives I have and how I can bring these to a group.  I think about how I can be helpful to others both in my local and global contexts and take action where I can.  I try to make ethically responsible decisions.”

When I read this for the first time, my heart melted a little more.  This is my mission as an educator.  I want to support my young learners to develop into even better humans.  Can you imagine if all learners knew their talents and were able to contribute them to the world?  This is why we work as hard as we do to make it happen in our corner of the world.  This is the pay off when the work becomes insurmountable. 

As an adult, I am still growing my learning assets.  At times, I doubt my capabilities and my touch in the world.  I want to do so many things, but wonder if I’m doing it right or good enough.  When I listen to descriptors above, it helps me to reset and know that I’m on the right pathway.  

As my friend Joe Amabile says, “Teaching is a 30 year journey of self-discovery.”  Every time I read, engage with others, and reflect, I am continuing on the journey that was outlined for me.  The same is for you.  Keep it up!  You are creating an impact by listening to this podcast and engaging with Kath’s work.