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Opportunities and Barriers implementing concept based inquiry in the classroom- Amatullah

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Opportunities and Barriers implementing concept based inquiry in the classroom- Amatullah

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Opportunities- The choice to use different strategies helps us to cater to different needs for different children.  It gives children the choice to choose from the strategies they find comfortable. There are more opportunities to explore and that gives a change from the monotony of learning in one style

Barriers- Sometimes it becomes difficult to contain the discussions when they go all over the place. It's difficult to gauge when can a teacher let the discussion go on and when to contain and get them back on the point, especially in the open inquiry and discovery based structure/model.

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Teachers in most classrooms use a mix of all the structures of inquiry. Sometimes the topics could spring up from an open inquiry or discussion and then it can be guided by the teacher to reach some desired outcome and vice versa. As the book suggests, the trends that we see in our classrooms is also a mix where we use many strategies to help children with all their learning needs. It also helps us to make our class discussions more interesting when we use a mix of guided, open, structured inquiry.

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Aditya: Opportunities and Barriers in implementing Concept-based inquiry in the classroom.

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Aditya: Opportunities and Barriers in implementing Concept-based inquiry in the classroom.

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Opportunities - The freedom that we teachers have at B. D. will be a very good opportunity to try and test concept-based inquiry in class. This will not only help the students but also the teachers to learn and broaden their perspective about their respective subjects.

Barrier - I don't know for sure, at least now. I need some more time.

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Aditya: What did you find thought-provoking?

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Aditya: What did you find thought-provoking?

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My entire education was done in a way that had a very structured approach. This approach was a little less flexible and was helpful only in certain scenarios and not all. I use to think - I knew it all. This is what it is and this is how it's done. But after reading this book, most of what I thought I knew went out the window. I got to see that there are different approaches that one can take to achieve the same goal (that is learning). I had an idea about these different ways but never got an opportunity to witness most of them. This whole realisation made me rethink the way I do things, which set me in the processes of unlearning and relearning things. One thing that stood out to me about this book is that the book speaks of the things that we are already doing in B. D. The only thing is that I was unaware of this jargon. The book was a little confusing at first but became interesting as I dived deeper into it (chapter one). The first chapter itself has shattered my whole perception of how certain things function, which looks a little daunting, but at the same time, is thought-provoking. Looking forward to reading more.

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I have been teaching in BD since the past 13 years now. I have been using structured, guided and open inquiry in my classrooms but never labeled them. It goes with the flow keeping in mind the student's need and situation. When reading this book, i cam across the 3 different inquiries that I was already doing but the way this book has categorized them was something that stood out for me.  And when I read further, it clearly stated, 'Depending on the learning engagement and student needs, we can choose approaches from across the inquiry spectrum.' And then I though that yes I have been doing it but never really thought about it as different inquiries.

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What might be some current opportunities or barriers to implementing Concept-based inquiry in your classroom? (Sourabh)

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What might be some current opportunities or barriers to implementing Concept-based inquiry in your classroom? (Sourabh)

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Opportunities: Focusing on the concept and students asking questions, engaging in discussions bring the best of learning. With the freedom of using different pedagogical approaches, we can create a strong learning base in our students.

Barriers: Every student is different, hence their level of understanding and participation is different. So managing the time, completion of all topics in the curriculum can be challenging.

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I come from a structured inquiry background. It is great to see that now schools like ours focus mainly upon open, guided inquiry.
Going through the chapter, the text relates to what we are doing here at BD. The key takeaway for me is that we are doing it the right way. The Concept-Based Inquiry approach is rightly followed in our school.

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Opportunities and barriers in implementing CIB in classroom. - Jyotsna

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Opportunities and barriers in implementing CIB in classroom. - Jyotsna

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Opportunity: As a teacher at BD, I have the opportunity/ freedom to explore and experiment with various contemporary pedagogical approaches.

Barrier: I think time is the biggest barrier to implementing CIB in classrooms. Especially, in online situation. Often, our discussions are incomplete because of time constraints.

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*How does this text relate to your world/classroom? - Jyotsna

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*How does this text relate to your world/classroom? - Jyotsna

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CIB is helpful in understanding why traditional curricula might not be the right pedagogical approach in 21st century. Secondly, it provides with tools and resources necessary to organize and focus students learning around concepts and conceptual relationships to support the transfer of understanding within classroom. Which is what teachers need more of - tools and resources!

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* What might be some current opportunities or barriers to implementing Concept-based inquiry in your classroom? (Group Reflection- Shared understanding)

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* What might be some current opportunities or barriers to implementing Concept-based inquiry in your classroom? (Group Reflection- Shared understanding)

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Opportunities- With the primary section aligning their curriculum for all the subjects, I think its the right time for us to start looking at the curriculum conceptually so that we can improvise our delivery of the lessons. Though much of what we do is based on the themes presented in the book,  learning the nitty-gritties, unpacking the jargon, analysing the bits that make up a unit plan would be of great help and also the next logical step for the primary.

Barriers-  I don't see any barriers as of now, since we are a team of open minded educators who are willing to embrace and implement new ideas :)

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The knowledge of micro and macro concepts was something that really stood out to me. I have been working with conceptual understanding for a long time but the distinction between micro and macro concepts really helps me further in working seamlessly with the unit planners allowing me to focus on the essential knowledge and concepts. Similarly, the idea that disciplines draw from both knowledge and process is quite reassuring as it implies that within each discipline the teaching learning can include explicit instruction as well as aspects of inquiry learning.