Real Learning... Thinking through Inquiry

 I am publishing this inquiry post sharing how students take full ownership of learning.  We have been pursuing ownership of thinking and learning of curriculum based curiosities since September. I am reflecting on the inquiry process of the Middle Ages that began in April. It always amazes me how  excited and motivated students are when they own their learning and how curiosity drives learning. My role was just to guide not to instruct.

Curiosity is always provoked (in class we call it frontloading) through objects, news, pictures, read aloud, videos or a speaker. This Social Studies journey began through a picture of a modern knight in Ottawa who last year traveled across Canada preserving the love of culture. 

Students' discussion focused on the knight and the importance of preserving a culture. 

Students were aware that they would be exploring the Medieval Time in Social Studies. They individually began writing curiosity questions on the Middle Ages. In teams students shared their questions on chart papers. If team members were able to answer some questions sticky notes with an answer were added on, followed by group discussions that provoked more curiosity.    

Our curiosities are generally curriculum based, we do dedicate a curiosity block not curriculum oriented once week. Students unpacked the curriculum by focusing on the big ideas and the overall expectations. The purpose is to align their curiosity with the curriculum expectations for full responsibility and ownership of learning in achieving the big ideas. 

Students consolidated on their inquiry questions and categorized them based on curriculum expectations. 

What is important is to let students experiment first before I step in with required skills and strategies. I let the students find their own way first.

From the beginning Students took responsibility at building the French language through tasks and activities. In groups they explored, compared and co-constructed French language vocabulary supported by oral discussions. Students selected images off Google and wrote about their journey through medieval time. Students shared and compared their learning through a gallery walk of images and gathering learning. 

Oral, reading and writing strategies are applied throughout the inquiry process. Through many resources students analyze, annotate, determine important ideas and summarize. 

After reading and analyzing the information. Teams summarized to share their curiosity on a story board that was recorded using iMovie trailer or educreation. Teams went public sharing the process with their classmates. 

Every journey throughout the year has demonstrated that when students are given ownership of learning, learning is persistent, enhanced and easily amplified in class. What inspires me, is how I can always learn from my students and from each other in a never ending learning experiences on metacognition and the inquiry process. 

Here are some samples of team ideas on organizers: Using chart papers and Google extension Murally. 

During shared learning classmates took notes on organizers and confirmed learning by using audio Boo. 

iMovie evidence:

La vie en ville Pendant le Moyen Age

L'art de la joute

videos les maladies

video sur l'attaque

Audi Boo oral discusiions:

Audi Boo on La vie en ville.

Team discussion La ville en ville.

audi boo sur les maladies

I will continue updating as students continue sharing their learning process in class.