Deep End Inquiry

I’m not a fan of being pushed into things (water, roller coaster rides, microphones, etc.) when I’m not 100% ready. Right now, though…I’m being pushed. My classes are 100% online and I don’t feel 100% ready. The past week has felt abrupt, disorienting and unreal. This isn’t a nudge, folks; it’s a full-on push into the deep end! I’m rushing up to the surface with wide eyes and a mouthful of water.

I’m trying to find the edge.

Once I steady myself, I’ll understand that it’s not so bad and that I am OK. I may eventually find myself grateful for that push (not there quite yet). As an inquiry-based teacher, I should be rejoicing at this unique opportunity to throw caution to the wind and set my students free. But a river needs banks to flow. And I’m trying to find those banks.

My friend and fellow inquiry author, Trevor Mackenzie, has a terrific graphic that applies so well to how I’m feeling right now (see below). While we can continue to structure classes as they were, we are also invited in these unprecedented times to re-or even un-structure classes completely. Why not jump right off that diving board?!

Why not jump right off that diving board?

If we agree that learning takes place whether people are in school or not, why not expose this informal learning? What are ways we can give students just enough structure to ensure that when they dive in, they are at least able to come up for air and find their way to the edge? Here’s one idea to try out:

I. Start with questions

Ask students what they are truly curious about and ask them to make a list. True, this is easier said than done. When kids are put on the spot to share “what they are curious about,” they either look perplexed, annoyed or they try to please us by defaulting to subject areas or things they think we think they should be interested in.

As another friend and fellow inquiry author, Kath Murdoch, shares in her brilliant TED talk, “The Power of Ummmmm,” the authentic questions generated by her own daughters bubbled up to the surface usually while riding in the car and gazing out the windows. She emphasizes that classrooms can often be the worst environments for authentic inquiry precisely because asking questions “leaves us open, vulnerable and on the precipice of learning something new.” That’s a scary place to be in front of your peers, isn’t it?

At home over the next few weeks though…we can take some chances. No one’s watching!

One way to have students generate questions is to simply give them some time. Have them notice the questions that come up for them over the course of a 24-hour period. They should keep a pen and paper close by to record them as they go through the day (walking, eating, showering, resting, listening to music).

If and when they get stuck have them look at The Kids Should See This (thank you, Kath Murdoch) or Kids Discover (thank you, Vicki Davis ‘Cool Cat Teacher’) to ‘prime the question pump.’

Once students have a list of at least 20 questions collected, ask them to rate their questions against the following criteria:

• Does this question require that other questions also be asked and answered?

• Might this question have multiple answers?

• Will this question hold my interest over a period of time? You’ll need to define what a “period of time” means based on the ages of your students

If students answer ‘yes’ to all three of these, the question is a winner!

A fifth grader making a list of her questions (using the QFT; another way to explore authentic questions)!

II. Take one of the questions to the Wonderment

Next, ask students to use a platform like The Wonderment (thank you for introducing this to me, Nicky Bourgeois) to create a new “path” or “project” with one of their questions at the center. Because this is a collaborative platform, students can connect with others all over the world on their inquiry projects. From there, their inquiry can go in many different, exciting directions while at the same time offering a bit of structure as well.

III. Share it

Ask students to share their inquiries and what they are learning through a journal, research paper, podcast, interview or prototype. Create a place online (like Seesaw) to showcase their projects and get & give feedback.

Share examples of what you and your students jumping in the deep end here - let us marvel at our collective bravery and support each other.

Let’s jump in together!

Join me, Kath Murdoch, and Trevor MacKenzie as we ‘chat by the fire’ together and think through some of these issues. This is a prerecorded conversation that will go out on Friday, April 10th. If you have questions you would like to hear us discuss, please add them to the comments below or Tweet them to #inquirybythefire. Thanks!

SPLASH!