As mentioned in my previous post, the same time I sketched up the eportfolio graphs to visualise my thinking, I also played around with seeing what inquiry learning may look like.
The first graph tries to recognise the change of the inquiry process ownership over time. The younger the student the more teacher directed, transitioning into a guided approach where the teacher closely supports and guides the inquiry. Finishing the process off is the the ultimate goal of students being in complete control of their inquiry and the teacher monitoring and facilitating the process.
The graph doesn’t really cut the mustard for me. Too many what ifs and open to interpretation from teachers and or models of inquiry. So I decided to take a different tack with the next graph looking more at an individual student and what the process may look like from start to finish:
In a purist form of inquiry the initiation or purpose of the inquiry comes from the student. A question, a curiosity, something that interests, engages and motivates the students to learn. The teacher then questions, listens, provides support and feedback directing and encouraging the student as they investigate, research and experiment. The student then takes control as they continue through their inquiry.
Again the visualisation here does not really work. It suggest that the teacher only conferences or has a checkpoint once with a student in their learning process which would be a bit of a worry. So onto the the next version:
I am quite happy with this representation. Again the inquiry is initiated by the student, and ongoing interaction with the teacher is shown as the progress dips into the “Zone of Co-construction” as the student and teacher check in with each other for further guidance, feedback, questioning. The end of the inquiry finishes with a bit of a flourish, some kind of action by the student as a result of their new knowledge.
This represents a reasonably capable student and also a teacher willing to let go and not be in control, acting as a guide for the student’s learning. Every student is different of course and even different inquiry contexts can alter what the process looks like. The graph above is also not exclusive to inquiry. It could just as easily be a literacy based project, art or virtually any other learning scenario.
Thoughts? How would you visualise the process of inquiry? The process of facilitating learning?
Interestingly, the term “Zone of Co-construction” seems to be unique, googling it returns zero hits. Maybe I should trademark it?