Comments on: Inquiry Visualisation

By: Nick

Nick — Fri, 11 Dec 2009 22:20:59 +0000

@Naketa Hi Naketa, yes, as I mentioned the first graph was a starting point only and is open for interpretation as you have indicated. What the graphs fail to do is unpack the way the inquiry can progressively build on previous learning so that the expectations of what inquiry looks like for students as the move up through school is constantly changing and challenging for students. They also do not flesh out how one teacher may view independence in an entirely different way to another, and how different teachers have a different picture of what inquiry looks like in the classroom. I know from my experience as a new entrant teacher that there are 5 year olds who can independently inquire, however as a teacher you need to constantly prompt, guide and push students so they are always achieving their best. If I do that, is it still student directed or has it become teacher directed?

By: Nick

Nick — Fri, 11 Dec 2009 22:09:39 +0000

@Miriam Thanks for the comment. Will have to look up the 'zone of intervention' although the word intervention carries a few connotations with it some of them negative... but always good to see a new perspective. Especially of course when it is all about improving student outcomes.

By: Naketa

Naketa — Fri, 11 Dec 2009 18:03:06 +0000

Hi Nick
Thanks for sharing. I was taken back slightly by the first graph you have here. Having spent 14 years in early childhood education and witnessing 4 year olds engage in inquiry learning with little to no support from teachers the level of inquiry linked to age groups didn’t sit with me. However, in saying that I do like Graph 3 you have here. I like the term you have here “Zone of Co-construction”. Look forward to hearing more of your musings and checking out your iPhone blog posts

By: Miriam

Miriam — Mon, 07 Dec 2009 00:13:23 +0000

hi Nick. Nice graphs Your “Zone of co-construction” reminds me very much of Carol Kuhlthau’s “Zone of intervention”, a concept or stage she has identified within a guided inquiry approach to learning, where students may be beset with uncertainties (that sounds bad, doesn’t it? but I’m paraphrasing here) and need extra guidance from a teacher/librarian/helper to set them going again. Hers is based in turn on Vygotsky’s ZPD, I believe.