Reflecting on Inquiry Learning

I perceive my greatest barriers to developing an effective inquiry learning environment are time (timetabling), the Principal/Exec and the classroom teachers. Delving into the inquiry models available – understanding the most appropriate for our school setting, research, getting all the stakeholders onboard are some areas I perhaps need to consider moving forward.

When I reflect on this unit of work and in light of the readings I have been exposed to in this module I can see that time plays a huge role in the successful roll out of an inquiry unit of work. Time with the students, time to inquire.  I worry that time will continue to be my biggest hurdle as I move forward on my inquiry journey. That being said rather than dwell on what I cannot change in the near future, I need to focus on creating IL activities that are compact, punchy and highlight the process/skills involved. A well-structured lesson that can still remain flexible to deal with any changes along the way will be considered.

Haycock (2007) stresses the benefits of collaboration and for it to happen with any great success then the TL needs to be an open and proactive advocate. That using their arsenal of interpersonal skills will allow for greater and more consistent collaboration between teachers and TLs. Saying that, it is the importance that the Principal places on a collaborative culture within the school which appears to impact the level of and time spent on collaboration between the teaching cohort and the TL. Of course ‘buy in’ from the teachers themselves is crucial to a successful inquiry based learning program. I guess having all stakeholders on the same page is critical to effective teamwork and collective planning for a strong inquiry based learning environment across the school.

Reference:

Haycock, K. (2007). Collaboration: Critical success factors for student learning. School Libraries Worldwide, 13(1), 25-35.