Inquiry Learning
Inquiry Learning is about teaching for deep understanding. This focus has teachers designing projects for their students.
Learning for the 21st century must move students beyond acquiring information that everyone already knows. Inquiry learning is about collaboration. In all walks of life, people are increasingly working in effective teams to define and solve problems. Inquiry learning creates team environments that break down the traditional isolation of the classroom and permit teachers to become better, together.
We want students to engage in authentic, real work that reflects the work that an adult at work or in the community might tackle.We want students to engage in questioning that provoke authentic exploration with the characters of academic rigor typical of real work with real ideas.
We are striving to have our schools become communities where students come to do rich, engaging work--work that inspires, develops insight and stirs the imagination.
http://www.galileo.org/inquiry-why.html
"Tell me and I forget, show me and I remember, involve me and I understand." The last part of this statement is the essence of Inquiry-based learning.
- Deep understanding
- Starting with an open question
- Scaffolding learning
- High-order, information literacy and critical thinking skills
- Problem solving
- Learning presented and assessed in creative and thoughtful ways
- Collaboration
- Multiple wasy of accessing knowledge and multiple ways of representing learning
- Team environments - become better together
Core Understandings for all teachers in WRSD
Galileo is about teaching for deep understanding. Galileo supports teachers to design inquiry-based projects in which students use the digital technologies of their time in creative and thoughtful ways.
Galileo is about improving student learning as measured by standardized achievement and diploma exams and in a variety of other ways. Learning for the 21st century must move students beyond acquiring information that everyone already knows. Galileo helps teachers understand how the new digital technologies are changing what we can, and should, be doing in schools.
Galileo is about collaboration. In all walks of life, people are increasingly working in effective teams to define and solve problems. Galileo creates team environments that break down the traditional isolation of the classroom and permit teachers to become better, together. Galileo helps school systems optimize the use of their own internal resources by bringing in new resources and new ways of thinking about them.
Galileo is about improving student learning as measured by standardized achievement and diploma exams and in a variety of other ways. Learning for the 21st century must move students beyond acquiring information that everyone already knows. Galileo helps teachers understand how the new digital technologies are changing what we can, and should, be doing in schools.
Galileo is about collaboration. In all walks of life, people are increasingly working in effective teams to define and solve problems. Galileo creates team environments that break down the traditional isolation of the classroom and permit teachers to become better, together. Galileo helps school systems optimize the use of their own internal resources by bringing in new resources and new ways of thinking about them.
For more information on planning a project for your class please feel free to contact your schools Galileo Cohort Member. If your school does not have a cohort member please contact your AISI teacher contact or Alexis Holstead to be paired with a cohort member from another school.
Kiran Bir Sethi teaches kids to take charge
Kiran Bir Sethi teaches kids to take charge
http://www.committedsardine.com/fluencies.cfm
The Fluencies The 21st Century Fluencies are not about technical prowess, they are critical thinking skills, and they are essential to living in this multimedia world. We call them fluencies for a reason. To be literate means to have knowledge or competence. To be fluent is something a little more, it is to demonstrate mastery and to do so unconsciously and smoothly.
A young learner who is literate in the use of a tool, say a pencil for example, can use it to write, but does so haltingly because a great deal of focus is on the use of the tool. As time goes on, this learner will develop fluency with the use of the pen or pencil, or keyboard. No longer will it be an impediment, instead their thoughts and ideas flow directly to the paper. The use of the tool is transparent. This is the level of proficiency we will need to thrive in this digital landscape and is what we strive to develop in today's learners.
A young learner who is literate in the use of a tool, say a pencil for example, can use it to write, but does so haltingly because a great deal of focus is on the use of the tool. As time goes on, this learner will develop fluency with the use of the pen or pencil, or keyboard. No longer will it be an impediment, instead their thoughts and ideas flow directly to the paper. The use of the tool is transparent. This is the level of proficiency we will need to thrive in this digital landscape and is what we strive to develop in today's learners.