In guided inquiry, it is expected that students will reflect on their learning as they construct meaning. Focus on Inquiry tells readers during the retrieving phase we should teach students to ask questions such as:
• Which resources are most useful?
• Where did I find the most useful resources?
• Will my topic focus still work?
These may seem like simple questions, but they require critical thinking, evaluation, judgment, comparisons, and so on - and they may also lead to a major shift in student process if, for example, an individual determines that the answer to the last question is a resounding "No".
In my practice I have seen a shift for some educators to infuse student reflection into learning processes (moreso in early years, middle years and secondary ELA courses). Greatly open-ended reflection questions often do not elicit useful answers for students or teachers, so how do you narrow down reflective pieces to make them more helpful? Ignacio looked this issue in relation to the information search process:
Instructors must make adjustments as the term progresses and continually be attuned to the learner's development. Teaching requires improvisation and flexibility (Schon, 1983). Strategies also need to be differentiated and tailored to each student's particular needs. Yet the help they received was also personalized through feedback on assignments, in-class coaching, and out-of-class conferencing. User-friendly digital library interfaces are not enough; skilled mediation and intervention will always be necessary.
Conferencing is one way that I have found to be particularly helpful; oral reports about successes, frustrations, and how-I-found-this-information are sometimes more illuminating than written forms can provide. Feedback on assingments and in-class coaching seem like obvious tips, but the point I take from Ignacio is that for reflection to be efficient during the retrieval process, teachers and teacher-librarians must provide the guidance necessary to help them find the right track.
In my province, Manitoba, Integrated Learning through Inquiry: A Guided Planning Model suggests these Considerations for Reflection:
• Debrief the process students used in inquiry, and ask students how they
would do things differently next time.
• List the questions students now have about the topic and discuss how
they differ from the questions that prompted the inquiry.
• Identify questions that students would like to pursue in a new inquiry.
• Discuss the importance of this learning to students’ understanding of the
world.
Blackline Masters associated with the same document also
contains tips on both shared/negotiated reflection as well as student-led reflection (in the Applying Inquiry Stage) as well as directing educators in "facilitating students' reflections on their learning to focus their inquiry plans". A template for Group Inquiry reflections is available from CORE Education, but it could easily be adapted for individual use.
One good source for a daily reflection is Laslie Preddy's site, which contains a useful Daily Reflection template from Big 6.• Which resources are most useful?
• Where did I find the most useful resources?
• Will my topic focus still work?
These may seem like simple questions, but they require critical thinking, evaluation, judgment, comparisons, and so on - and they may also lead to a major shift in student process if, for example, an individual determines that the answer to the last question is a resounding "No".
In my practice I have seen a shift for some educators to infuse student reflection into learning processes (moreso in early years, middle years and secondary ELA courses). Greatly open-ended reflection questions often do not elicit useful answers for students or teachers, so how do you narrow down reflective pieces to make them more helpful? Ignacio looked this issue in relation to the information search process:
Instructors must make adjustments as the term progresses and continually be attuned to the learner's development. Teaching requires improvisation and flexibility (Schon, 1983). Strategies also need to be differentiated and tailored to each student's particular needs. Yet the help they received was also personalized through feedback on assignments, in-class coaching, and out-of-class conferencing. User-friendly digital library interfaces are not enough; skilled mediation and intervention will always be necessary.
Conferencing is one way that I have found to be particularly helpful; oral reports about successes, frustrations, and how-I-found-this-information are sometimes more illuminating than written forms can provide. Feedback on assingments and in-class coaching seem like obvious tips, but the point I take from Ignacio is that for reflection to be efficient during the retrieval process, teachers and teacher-librarians must provide the guidance necessary to help them find the right track.
In my province, Manitoba, Integrated Learning through Inquiry: A Guided Planning Model suggests these Considerations for Reflection:
• Debrief the process students used in inquiry, and ask students how they
would do things differently next time.
• List the questions students now have about the topic and discuss how
they differ from the questions that prompted the inquiry.
• Identify questions that students would like to pursue in a new inquiry.
• Discuss the importance of this learning to students’ understanding of the
world.
Blackline Masters associated with the same document also
contains tips on both shared/negotiated reflection as well as student-led reflection (in the Applying Inquiry Stage) as well as directing educators in "facilitating students' reflections on their learning to focus their inquiry plans". A template for Group Inquiry reflections is available from CORE Education, but it could easily be adapted for individual use.
References
Alberta Learning (2004). Focus on inquiry: A teacher’s guide to implementing inquiry-based learning. Edmonton, AB: Alberta Learning. Available at http://www.education.gov.ab.ca/k_12/curriculum/bySubject/focusoninquiry.pdf
Ignacio, E. (1997). Teaching reflection: information seeking and evaluation in a digital library environment. In Library Trends, Mar 22. Retrieved from http://www.thefreelibrary.com/Teaching+reflection:+information+seeking+and+evaluation+in+a+digital...-a019720301 on October 13, 2009
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