During week four of my technology class, we explored Inquiry Exploration, which opened my eyes to a new way of teaching. We learned about the Discipline-Based Inquiry Framework, which focuses on meaningful learning and competency rather than just content. In this approach, we use a compelling “Big Question” to guide student activities, nurturing their curiosity.
I realized that as a teacher, I should act more like a coach, providing support and insights to help students progress. Instead of only focusing on outcomes, we should pay attention to the learning process itself and use formative assessment to understand students’ individual growth. It’s essential to strike a balance between exploration and academic standards, setting boundaries while encouraging students to explore their interests.
Comparing this with my own teaching experiences, I noticed that a teacher-centered approach may hinder students’ curiosity. By adopting the inquiry philosophy as a method, I can inspire students’ curiosity and let them take charge of their learning. Moreover, the emphasis on instructional leadership and teacher inquiry reaffirmed the importance of continuous learning and collaboration in creating a positive learning environment. Encouraging an inquiry culture can lead to a transformative learning experience for both students and teachers, fostering critical thinking and self-discovery.
https://inquiry.galileo.org/ch2/dimensions-of-discipline-based-inquiry/