Contact+Zone--I+Don't+Know

= **__"I Don't Know The Answer!" by Keith Lutinski and Eric Decker__** =

The Inquiry Method has quickly reshaped what we know about the classroom. Gone are the days of asking students what are known as “Hide and Seek” questions. These are the kinds of questions where a student can open a textbook and simply point to the answer on a page. The aim of the Inquiry Method is to provide students with “Dig and Discover” questions. These sort of questions cannot be found in a textbook and often will use first-person language (“I think...”). In a world where individuals must adapt to an ever-changing environment, it is important to embed within students life-long learning skills so that they may be prepared for any scenario. The Inquiry Method seeks to accomplish this.

 Additionally, the Inquiry Method is backed by large amounts of research. __Teaching As A Subversive Activity__ by Postman and Weingartner devotes a chapter to discussing how the Inquiry Method has shown that students become more engaged when they actively play a role in their curriculum. Websites such as “Concept to Classroom” and the online periodical “Teaching Today” discuss the qualities that have been observed in students when they are taught using the Inquiry Method.

 Here are some examples of techniques that employ the Inquiry Method:

 - “Take A Stand”: Signs ranging from ‘Strongly Agree’ to ‘Strongly Disagree’ are posted around the room. Students are then given a difficult statement and then asked to stand by the sign that reflects their opinion on the matter. They are then given a chance to defend their position and debate with their classmates. This is an excellent way to encourage students to debate things in a respectful, calm manner, especially if they are resistant to any conflict whatsoever. If you are comfortable and confident in your students, you can have them submit the difficult statements that will be read and discussed.

 - As the teacher, play devil’s advocate. Don’t be afraid to take a stance you may not necessarily agree with in order to get students to think deeper or from an alternative point of view. Modeling this behavior may even encourage students to do the same. This is especially good when the class all seems to agree on a topic and you feel it would be appropriate for them to have a different perspective, even if it is not their own.

 - Ask tough, sometimes unanswerable questions. As a teacher, **you do not always need the final answer**. Sometimes the most important questions are the ones that cannot be answered. Your students may gain more out of simply talking about a problem or question and thinking critically than they would if you only asked questions that they could answer. Make a point to let the students do most of the talking, addressing one another more than they address you.

 - Employ different classroom set-ups. Sometimes a circle will promote more discussion amongst students, especially if you sit amongst them and treat them as equals. Other times you may wish to arrange your desks in a manner that is conducive to small group discussions. Either way, do not be afraid to vary your room structure.

 There are many ways other than the previous examples to incorporate the Inquiry Method into the classroom. This can be accomplished by noting the commonalities present within all the previously stated techniques and activities. By identifying these qualities, we as teachers can construct lessons based on these characteristics, thus utilizing and maximizing the potential of the Inquiry Method.

 First of all, the goal of the Inquiry Method is to develop strong and engaged learners. Some of the characteristics of good learners are: knowing what is relevant to their survival and what is not, not fearful of being wrong, and most importantly when it comes to the Inquiry Method, not needing an absolute, final, irrevocable resolution to every problem. These are important qualities to consider when using the Inquiry Method in the classroom.

 In all of these examples the focus of the Inquiry Method is on student questioning and students involvement. Using controversial topics, events that are related to their lives, and material that is emotionally connective will help students become more engaged. When the questions or content have these elements there can be an emotive element for engaged learning Also, incorporating real-life subjects into lesson can help students see the meaning which will in turn cause them to reflect and ponder. Also, questions that deal with real life events and situations can be broad and open-ended, where there is a wide spectrum of answers. Since there isn’t necessarily a clear cut answer students may feel more comfortable participating and sharing their thoughts. This also allows for diversity in answers, allowing students to learn more about themselves and each other.

 Although the original question may be asked by the teacher, the focus of the Inquiry Method is on student-student interaction as opposed to student-teacher interaction. It is scientifically proven that student-student interaction is more effective for learning and engagement than student-teacher interaction (Postman and Weingartner). The teacher can serve as a guide or an initiator for the students’ discussion, yet the heart of the discussion needs to be students interacting with other students. For example, in the Take-A-Stand activity students can ask other students why they agree or disagree. Similarly, in the “Devil’s Advocate” activity, the teacher can assign or ask for a volunteer to take that role and have a debate with another student. During discussions where the entire class will be involved, the teacher can assemble desks in a large circle and utilize the Socratic Seminar Method.

 Since this student-student interaction is so crucial in the classroom, if a student asks the teacher a question, one option is that the teacher can redirect this question to the class. This will allow other students to think and attempt to develop an answer as opposed to it simply being “given” to him or her by the teacher. This can be applied to both “dig and discover” and “seek and find” questions, for both promote student-student interaction. If the student is being “smart” about his or her question, one suggestion is to ask the student to look up or attempt to find an answer and share it in class tomorrow (Scott, 2011). This will help the student dig deeper into the question and also may change his attitude problem.

 Overall, the purpose of using the Inquiry Method is to have students start asking questions and therefore become engaged, active participants of learning. It seeks to have the students dig deeper and really question on a higher critical level. The goal of the Inquiry Method is to develop good learners who are not afraid of asking questions and attempting to answer difficult questions on their own or through discussion with their peers. Therefore, the teacher serves as a guide and initiator, one who opens the door for the students and allows them to explore new and uncharted areas of discovery and inquiry.

-Invite small group activity/ propose discussion -Vary teaching methods/styles to promote student involvement -Encourage conflict and debate <span style="font-family: 'Times New Roman',serif;">-Promote relevancy to students’ lives <span style="font-family: 'Times New Roman',serif;">-When no resonance to subject, teach themeà literature v. literature à theme <span style="font-family: 'Times New Roman',serif;">-Mind map to connect themes/ spark discussion <span style="font-family: 'Times New Roman',serif;">-Promote community within classroom environment (small group v. large group) <span style="font-family: 'Times New Roman',serif;">-Encourage vulnerability (see writing activities) <span style="font-family: 'Times New Roman',serif;">-Change how class is organized <span style="font-family: 'Times New Roman',serif;"> -Circle <span style="font-family: 'Times New Roman',serif;"> -U/horseshoe <span style="font-family: 'Times New Roman',serif;"> -Change frequently <span style="font-family: 'Times New Roman',serif;">-Create spaces for group work; encourage classroom unity to ensure student trust and safety and to promote universal student success <span style="font-family: 'Times New Roman',serif;">-Creative writing to share emotional connection and for personal catharsis <span style="font-family: 'Times New Roman',serif;">-**WORK TO CREATE COMMUNITY** <span style="font-family: 'Times New Roman',serif;">-Break up students’ groups to teach teamwork skills and to promote inter-class/interpersonal bonding
 * __<span style="font-family: Arial,sans-serif;">Inquiry Method In The Classroom __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Works Cited <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Edwards, Clifford. “Promoting Student Inquiry: Methods for developing the essential skills for inquiry-based investigating.” National Science Teachers Association. 1997.    <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">“http://www.pbs.org/teacherline/courses/inst310/docs/inst310_edwards.pdf.”

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Metzler, John. Interview. High School English Teacher at Lancaster Mennonite High School. 9/16/2011.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Postman, Neil. Weingartner, Charles. //Teaching As A Subversive Activity//. Dell Publishing Co., Inc,. 1969.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Scott, Dominic. Lecture Notes. Professor at Millersville University. 9/12/2011.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">“Inquiry-based Learning: Explanation.” Concept to Classroom. 2004. “http://www.thirteen.org/edonline/concept2class/inquiry/index.html”

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Warner, Anna J. Myers, Bryan E. “Implimenting Inquiry-Based Teaching Methods.” University of Florida IFAS Extension. “http://edis.ifas.ufl.edu/wc076 <span style="font-family: Arial,sans-serif;">”

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">“Using the Inquiry Method: A Practical Approach.” Teaching Today. “http://teachingtoday.glencoe.com/howtoarticles/using-the-inquiry-method-a-practical-approach”