Examples Of Community Of Inquiry

If a pupil is given the opportunity to discuss their learning either with a teacher or one of their peers then they will develop a deeper understanding of their learning which can build confidence, raise their self esteem and motivate them as students.

It is extremely important that the Learner / group clearly articulate what the problem / situation is to the class. It is essential that the

| Some learners may not feel confident contributing – good ice-breaker required Other learners may dominate discussion – teacher facilitation important Easy to digress from topic – ground rules and teacher facilitation important

Even if they were wrong or needed more information to come to the correct conclusion. Her lesson used cooperative learning with indirect instruction. She asked a lot of probing questions and then would build on students’ response. She gave plenty of think time for the students to process what they were trying express to the class. If students didn’t give the correct response she would allow other students to help come up with the correct answer. The correct answer came from the students building on each others knowledge. Mrs. Soglin facilitated the discussion and added new information as needed. After the class discussion the students worked on their activity in pairs or groups and were engaged in self directing during this time.

Without direct instruction, students cannot learn on their own. They need to be taught how to do certain things to be able to be productive in life. They need to learn how to follow direction to be able to get to the correct answer with understanding.

The evidence-based teaching strategy that was implemented in the video was cooperative learning. Cooperative learning provided the students with the opportunity to practice their problem through discussion and building upon one another to create a solid foundation of understanding and maximize learning.

Make sense of problems and persevere in solving them. In each section 5.2.1-5.2.3 the students are required to make sense as a group and persevere in solving the problems. Example of the practice is seen in 5.2.1 5-42, 5.2.2 5-59, and 5.2.3 5-74. Each problem in this text is recommended that the students work in groups and there are no formulas, or rules given until the students have reasoned out the problem and solved as a group. By having the student reason and understand, then persevere, the student gains an understanding of the concept in sequences rather that the rule. Given that many of the lesson plans are built around the students making sense of conceptual problems this practice seems to be the focus of the sections. Used beyond moderately, it is the stepping stone to the

This question helped me to establish knowledge of the subject within the group. This was important to perform a formative assessment and establish the achievement of my learning objectives.

This skill is important for student learning development, because of finding effective strategies enhance faculty and staff to work together to meet organization goal that improve student learning. Moreover, that’s lead to spend time on problem identification and build an effective solution to evolve student learning. Faculty and staff are significant key work for student learning improvement.

When teaching students (following an initial student assessment) I plan various methods to ensure all students are engaged within the learning process. This can be practical involvement, paired and group work, problem solving, reflection and writing notes. During this time, I am able to continually assess the learning progress through observation, written and oral questions, completion of work books and by using peer and self- assessment. I engage the students by using various mediums, video

In the practice of teaching, it is the responsibility of a teacher not only to teach students subject matter, but to teach students in order to enable them to grow and develop as a person. While it is essential for students to have an understanding of academic material, it is also equally as important that when students finish their education they have skills to use in

Students are placed in the responsibility of their own learning and understanding while the teachers encourage students to be more independent and more exploratory. The teachers will foster a sense of autonomy in the learning process as they act as a source of experiences. In addition, as the students watch their teacher makes mistakes, they will learn those failures are part of the learning process. The students will soon realize that mistakes are natural in life and it will serve as stepping stones to

They can also help motivate student’s desire to learn by being engaged with both the content and students themselves.

I believe Stanley has created a community of inquiry in her classroom. Sharps explains that teachers who create a community of inquiry “view their aim as helping children to understand and use the tools of inquiry which the students can, then, in turn, use to discover their own answers to ethical questions.” Stanley shares that she uses a lot of literature to explore and answer students

I live in a society where I am surrounded by knowledge. More specifically, the culture I am a part of is one that values collaboration and the sharing of knowledge. This culture is that of students who are in the International Baccalaureate (IB) Diploma Program (DP). While it is true that I am surrounded by knowledge, it is useless to me if I don’t use it in a successful way. When knowing how to use knowledge successfully, it is important to realize the difference between personal and shared knowledge and also how they can be used together. Fortunately, by being in the IB program I have been able to study this topic and form an opinion on it. Shared knowledge helps my personal knowledge develop.