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Hello everyone!

As you can see in the PPT of the Baby's Inquiry the child is looking at a magazine, in which a page calls him intent and tries to get to know how the object works. For that reason, he observes and points out, and later when he sees it in reality continue his research in which he observes, listens, looks... Therefore, he is trying to use all his senses to come to conclusions. Instead, in the story of Wilfred Gordon the mother is reading him a story, when suddenly the child starts asking questions about squirrels and rabbits, she wants to know where they sleep, if they have nests and the most interesting topic is if they lay eggs. The mother answers all her questions, but the child doesn't just believe it and she tell her to ask her father.

What role does questioning have in discussion, cooperative learning, and inquiry?

I think it is important for children to ask and resolve their doubts so that this helps them gain knowledge. For this reason, I believe that the method of learning does not matter, as it is important in all, as long as they require a certain challenge on their part, since in this way we will be forcing them to strive. In the discussion it is important that they ask, so that they can be guided and thus achieve greater security in their words. On the other hand, cooperative learning can be beneficial, because if peer questions are asked, the answers will also be more understandable to them. Finally, in the inquiry process, as in the previous ones it helps them to know where they should pull and, in this way, to achieve meaningful learning.

What expressions indicate that students are thinking? Are these expressions valid in other disciplines?

In the case of the example of PYP, of a mother and a 4-year-old girl, we can see it when it says, "Uh huh". In addition, silence can be a clear indicator that children as well as adults are thinking and need time to process the content, as well as to be able to continue the conversation. We cannot forget the role that body language plays in these cases, as it can be a clear indicator that they are thinking. For this reason, we must also look at their body posture, as well as their facial gestures and know how to interpret them.

From my point of view, these expressions are valid in any context, because whenever we need to process information or relate it to another previously learned one, as well as give a response according to the context, our process of assimilation and thinking is going to be the same.

Best regards,

Sofía

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Hello Ainoa!

I find the benefits you have presented about effective questioning in our discussions very interesting, as I believe that all of them will be reflected in the classroom after application.

Thank you so much for your contribution!

Sofia

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Activity U3. Discussion Strategies (Sofía Fernández Vicente).pdf

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Questionnaire on Classroom Questions (Sofía Fernández Vicente).pdf

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Hello everyone!

Although they may seem the same at first, the difference between cooperative learning and collaborative learning is important to take into account.

We all agree that in both there is a group of people or students trying to come to an end, that is, to obtain results. But it's not just about having a task to do and coming together to develop it. This is where the difference begins.

In cooperative learning, students try to reach a common goal, to achieve a final result. However, in collaborative learning we see that the objective is the process itself, that is, the exchange of information that happens in the group, as well as the relationships that are established in it. In cooperative learning everyone adds up to perform the task and get a common result. In the collaborative, on the other hand, there are certain differences between the members of the group, who are exposed and valued, reaching the bottom of each proposal.

We also see that learning is not the same. In cooperative learning, the teacher gives guidelines to be followed, and everyone accepts them, since in this way the teacher is the guide that takes them on the same path. In the collaborative it is not so, they learn, independently, how they can perform a task according to guidelines, posing different ways of getting there.

In my opinion, I believe that both learnings styles are useful and necessary. Sometimes we will require one, because we will seek a concrete result, and that is why we will have cooperative learning, and sometimes, instead, collaborative learning will be needed, learning from others and developing the tasks, as well as discussing the group's decisions.

I have found the following video and also a document, that I think are quite complete in terms of information and also that the explanation is quite clear. I hope it can be useful to you and help you to have a better understand of the differences between collaborative learning and cooperative learning.

Video link: https://www.youtube.com/watch?v=QgxfAh1S38g

Document link: https://files.eric.ed.gov/fulltext/ED448443.pdf

Best regards,

Sofía

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Collaborative Learning Vs Co-operative Learning (English)

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Activity U4. C:C Strategies (Sofía Fernández Vicente).pdf

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Collaborative Teamwork Rubric (Sofía Fernández Vicente).pdf

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Forum U2. Perspective, Model, and Definition

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Forum U2. Perspective, Model, and Definition

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Hello everyone!

I found the different approaches of the documents very interesting. When they tell us about something, we seem to have an idea of it, but one thing can have a lot of meanings.

As for the perspectives, although I like others, I found the fourth one really interesting, where it says that inquiry is the search for the truth, information or knowledge through questions. It's especially caught my eye and I think I share the view which says that we have spent our whole lives researching and from this perspective it's true. If you don't know how to do something, you will need to ask or inform so with the answers you will be able to do it, and that's inquiry. A simple question like going to do a paperwork and asking how you have to do it is to investigate, because you are requesting information to come up with a truth, in this case to a result.

However, there are a lot of different ones, I really liked this view and I think it's the one that is more closely according to what I had in mind about what inquiry is.

I'm going to update my definition of inquiry for a short one, “I consider that inquiry is learning”. Because everything we research is significant and experimental, and usually these two concepts makes us learn from what we are researching. That’s why I believe that everything that we can investigate will be learned. Here we could add another variable: interest. You don't research the same on a subject of interest than one you don't like. But I still think it is learning.

On the other hand, the model that I liked the most was the one of Kath Murdoch called Inquiry Cycle, because once made the process of research, does not stop there. In taking action, try to apply everything learned previously, by what I think is the best way to know if you have really learned something. Besides, from this form can be useful to relate with the acquisition of another knowledge.

Best regards,

Sofía

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Hello Lidia!

I think that your updated definition of inquiry is very clear.

Thank you for your contribution!

Sofía

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Activity U2. Inquiry Strategies (Sofía Fernández Vicente).pdf

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Reflect U2. What makes you say that? (Sofía Fernández Vicente).pdf

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Rubric for Inquiry Based Teacher (Sofía Fernández Vicente).pdf

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Hello everyone!

First, I want to say that I don’t have a huge experience, because I have just finished University, and I started this year working in a school. For the moment, I am not a tutor of any class so I have been in different courses, which has made me confirm, another time, that I can’t teach the same way in all the ages. For that reason, I think that in the early years, it’s really important to use an experiential teaching and it’s not necessary to follow a book, because they are not going to stand too much time working on it. So, with that method they will learn a lot, but they won’t feel that they are studying or memorizing contents. On the contrary, the older ones can work with a book, although I didn’t consider necessary at all, because we can use a different methodology like working with research projects, where teachers will be the guide. We can also try to know their interests and make a huge project interrelating different subjects, we don’t need to work one by one.

Also, it’s important for me to mention a methodology that a teacher told me at the University which is called CLIL (Content and Language Integrated Learning). I think that is a really good way of teaching and also learning and I could experience it when I went to Poland to do my University Internship.

I want to add that my favourite way of learning I think is the same a as a kid have, living new experiences which teach me as much as possible. I don’t like to memorize everything, that’s why I try to make it a little bit easier by doing visual charts. Another thing that I consider essential is listening to everyone, because I think that everyone can teach me something new.

Best regards,

Sofía

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Hello Olalla!

I totally agree with you, specially with the philosophy as an adult. I consider really interesting that as an example you mention things like laundry or cooking, because this means that you are always learning, doesn't matter where you are.

Also, I consider really interesting the process of constructing meaning, motivating the students and giving them the chance to experiment. Did you learn with that methodology?

Thank you for sharing your personal experiences!

Best regards,

Sofía

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Reflect U0. Before:Now (Sofía Fernández Vicente).pdf

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Hello everyone!

All your graphics are very good and visual, thank you for your contributions to the forum.

I have tried to work on my version to make it as visual as possible, as well as clear and concise.

Best regards,

Sofía

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Hello everyone!

First of all, I want to say that I never watched this video before doing this activity.

After watching this interesting Yellowstone video, I’ve decided to focus with what I think are the keys to what happened:

Radical (complete, extreme, absolutely)

Regenerate (redo, life, improve, be reborn)

Strengthen (help, cooperate, strengthen)

Habitats (life, area)

Effect (do, portray, transform)

Ecosystem (life, populations, animals, plants, nature)

I think the video reflects a reality we're not used to thinking about. Nature maintains its balance on its own, and all species, however insignificant they may seem, are necessary.

It's clear that everything radical is bad and nature is no exception. In the case of Yellowstone, an entire ecosystem needed to be regenerated. The effect of the reintroduction of wolves into the different habitats brought with it one's life, since it transformed absolutely all areas, even from the rivers themselves, thus reinforcing the rebirth of Yellowstone.

Best regards,

Sofía

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Hello Anna!

I agree with the selection of concepts you have made and I find your way of relating them very interesting, as well as very clear.

On the other hand, I find the activity you have proposed very interesting, as well as useful for carrying it out in the classroom.

Thank you very much for your contribution!

Best regards,

Sofía

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Activity U1. Generalization (Sofía Fernández Vicente).pdf

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Activity U5. Differentiation Strategies (Sofía Fernández Vicente).pdf

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Reflect U5. Compass (Sofía Fernández Vicente).pdf