My class and I have been enjoying the mini-inquiry so we thought we'd tackle learning more about adjectives in the same way rather than using worksheets. It also provided the opportunity to use prior knowledge and our own work as a legitimate research source and in an authentic way.
I've been trying find ways in which to approach even the smallest of curriculum aims, through inquiry. Instead of turning to a text or a series of hands-on activities I could prepare and set up for my class, I thought about the type of learning that was most engaging for my students this year. It has always been when there has been a structure, organizer, process or schema to support their learning but at the same time keeping it open for them to explore freely and learn within it. Processes always delivered an appropriate balance between independence and support. I turned to my students prior knowledge and thought of using parts of the Scientific Method they had learned about and successfully used in a previous Unit of Inquiry. My aim was for them to use our thinking skill of application: making use of previously acquired knowledge in practical or new ways. After a brief discussion, note taking and a walk-through example, each student was able to work out the probability of a single event of their choosing.
ProDivas is a simple sharing approach, teacher to teacher, for our professional development. We collect and share bite-sized practical ideas. Once you take a bite, you may be self-motivated to eat the whole meal! We aim to find ideas supported by research to then apply for “best practice” but some ideas are too good to miss and are just simple “teacher tips”.