Too often inquiry is content free; too often inquiry is considered best taught via constructivist, facilitator methods; too often inquiry is not enquired about itself. Carl Bereiter has found that inquiry is often taught more successfully using direct teaching methods, by teachers who consider they are change agents not facilitators, and through well planned even scripted lessons. We must not confuse the outcome (inquiry learners) with methods of teaching that abrogate responsibility by the teachers to actually make the difference. A much more effective mantra would be to adopt “problem solving” approaches as this emphasizes the problem, the problem clarification, the notion of success that comes from resolving problems and asks for a better balance between surface, deep, and conceptual understandings.
Articles in this section
- What is your take on the impact of praise as reward?
- What kind of effect does passion of a teacher actually have on his/her pupils? (Are they more willing to learn in order to impress their teacher, more interested,…?)
- Do data walls have the support of most (any?) esteemed education academics?
- Is there some metric you would suggest I try to use personally to determine where my time would be best suited at these two schools with 4 classrooms of kindergarten students eager to learn to read?
- What is evidence-based practice for Resource Teacher of Learning Behavior? There appears to be very little independent research.
- How important is the feedback between teachers and students?
- What are the five most influential factors on student learning? (And, why?)
- I would like further information on the Diagnose, Intervention, Evaluation (DIE) Model, in terms of training student teachers.
- What initial steps should be taken by a teacher wishing to implement visible learning in the classroom?
- What indicators show the teachers that they are on the right track or that they must make a change?