Last term we delved into our first inquiry learning journey for the year. Initially we worked out what we really wanted to know about the ANZAC's and Gallipoli we asked lots of questions about stories we had listened to, things we had watched, new things that intrigued us when we came across them on the webquest and anything else that came up in our personal experiences discussions. We used the internet to find and select the right information and then we got together to discuss the best way to present this new information we have.
The overall question driving the learning was 'Why should we remember the ANZAC's?' The challenge then was for the children to help teach others the answers to our questions about ANZAC day and World War 1, in the hope that they too can have a better understanding of why we remember. It was interesting to listen to the students as they decided that making a hand made poster book to present the research findings would be best. They had lots of reasons as to why this would be a most suitable way, including "because we hardly ever get to use our own handwriting or colour things in". I was encouraging them to think about the ways in which we learn best and how we could reach a range of different learners with our chosen approach. To which they had lots of important ideas but all adapted to presenting their information by hand.
I decided that I would need to challenge their understanding and prove to the them why a poster may not be the best option. The lesson involved giving each group of children a selected piece of info about the gallipoli campaign. The children had to think about the best way to teach their piece of information to the class so that when they leave the room they will remember it (not just in the short term but next week, next month and next year). It was interesting to hear the ideas being thrown around as they planned how to best teach their information - "I learn heaps when I see it on tv... we could record the information in imovie" and "We could create a catchy song that will stick in peoples minds, like when I get songs stuck in my mind". There were 5 or so groups and each came up with a unique way of teaching the information to the class.
When reflecting upon the effectiveness of each approach and how we can apply this to effectively share our ANZAC learning there was a buzz of discussion. They had ideas coming left right and centre, none of which involved creating posters or making a book. One of the ideas thrown out (in jest) by a somewhat reserved child was to create a claymation. The discussion turned to a freeforall with kids adding in ideas and piggybacking off the claymation idea and they began to plan out what their animation projects might entail... The students enthusiasm and drive was incredible and this idea of creating animations seemed to have hooked some of the more challenging children to inspire. A new path for our journey was being formed.
In my haste to learn about and then think of how to introduce the basics of animations I came across various websites including this one . This inquiry unit has reminded me of the value in finding out what interests the kids and how important it is to help them make connections with their learning in ways that are interesting and motivating to them. Dr Julia Atken sums it up beautifully when she explains that powerful learning happens when it is personally meaningful. So our challenge is to design learning that has high intrinsic worth and high felt need and by making learning relevant, interesting, challenging and experiences that promote curiosity.
My student driven inquiry quest continues and I search for more ways to ensure the learning that is happening is transformative and can be applied in students lives now, next week, next month and beyond.
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