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As a learning method, inquiry resembles the use of inductive approaches to learning, where learner is challenged to gather and analyze information, review it against existing knowledge, seek connections, notice patterns and gradually build an understanding of a concept. (Pg. 14/ Chapter 1)

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https://drive.google.com/drive/search?q=take%20a%20moment

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Questions to consider when planning a provocation

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Questions to consider when planning a provocation

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Questions to consider when planning a provocation

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Sample Questions to Drive Inquiry - Kath Murdoch

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Sample Questions to Drive Inquiry - Kath Murdoch

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1. we are more motivated to learn when we are genuinely interested about the subject

2. Inquiry requires and strengthens 'whole of life' transferable skills including critical thinking, planning, self-management, organization and communication.

3. Teachers focus their attention on student learning - they inquire into their students

4. Students need to learn how to effectively and safely locate, access, evaluate, use, and contribute in an increasingly globalized and digital world.

5. Inquiry encourages an integrative, connected thinking approach in teaching

6. Inquiry can sharpen digital literacy skills.

7. Engage students in tackling real-world questions and problems through authentic contexts at both local and global levels.

8. Inquiry helps develop students' agency - the student gradually

develops a sense of control over and responsibility for themselves as a learner

9. Inquiry has become a central part of how we live and work.

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1. Create a flexible, equitable learning environment where students exercise some choice and where independence is fostered

2. Link investigations to authentic contexts and purposes. Show students how their discoveries are connected to the world beyond school

3. Frame their teaching around open-ended questions or problems. This positions students as investigators/ researchers and the question can be returned to during and at the end of the lesson

4. Provoke, model and celebrate curiosity

5. Allow time for students to figure it out for themselves ('flip' the lesson) = inquiry teachers give students time and opportunities to discover and make meaning for themselves. This approach is strategic

6. Use probing questions and thinking prompts as much as possible as teaching tools - so that students do more thinking for themselves more of the time.

7. Invite students to raise questions/wonderings throughout a lesson and use their questions as a springboard for teaching. Inquiry teachers build a culture that lets students know that questions are a sign of good thinking

8. Involve students in making some decisions about aspects of the learning experience, even within a lesson.

9. Use a 'layered' or 'split screen' approach to the lesson = As students are going about a learning task (whether it is composing a piece of writing, listening to a guest speaker, or reading through information as part of a research task) they are mindful of how that learning is happening and of what they are using/doing as thinkers, collaborators, self-managers or communicators

10. Use transferable routines and strategies within the lesson. When students can use or apply a strategy in different contexts, the possibilities for inquiry are extended.

11. Help students make connections between ideas, between subjects, between inquiries.

12. Are open to unexpected pathways for inquiry. They remain attuned to the potential for spontaneous investigations to arise and are not hesitant to work with them.

13. Access students' prior learning and make the process of ' constructing understanding' as explicit as possible.

14. Allow some open-ended exploration time (play time)

15. Limit whole-class instruction

16. Encourage students to do the talking and thinking rather than doing it for them

17. Build reflective thinking into the daily routine

18. Consider the tasks students are doing as learning strategies rather than activities

19. Provide opportunities for personal learning pathways

20. Are inquiry learners

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Inquiry teachers provide a natural and infectious role model for their students and they remain curious about the students themselves, about their learning, about their teaching and most importantly about the relationship between the two. They regularly ask themselves: ' How is what I am doing impacting on this child's learning? How am I making a difference?' For the inquiry teacher, learning is delightfully problematic and layered and there will never be an end to it. Teachers with an inquiry mindset generally see learning as a two-way process and view students as capable and curious.

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Inquiry is not a single 'method' or a program. Inquiry is really a 'way of being'as a teacher – it is about how you think about learning and the relationship between teaching and learning. It is about how you see yourself and is at the heart of what you do and why you do it. Having an inquiry mindset means we are relentlessly and passionately curious.

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Inquiry is an approach to teaching and learning regardless of whether this teaching is done within a unit of inquiry or a one-off lesson

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Inquiry is a learning method that emphasizes student's activities to search and find learning material independently.

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Inquiry is very suitable to be used nowadays because sources of knowledge are now easy to obtain from various media.

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Inquiry teachers are more likely to guide, direct, and provide triggers to raise students' curiosity to find out the material they want to know that is related to the learning objectives while remaining focused and on target.

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Strategies to make children become a questioners in class

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Strategies to make children become a questioners in class

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1. provoking and modeling a curious disposition across the day

2. valuing and working with childrens questions and building their questioning skills and knowledge

3. using sophisticated, thoughtful questioning/dialogue techniques in the classroom

4. planning learning experiences around questions

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Menurut saya, pembelajaran inkuiri adalah metode belajar yang lebih mengedepankan keaktifan dan kemandirian siswa dalam memahami pembelajaran. Dari pembelajaran inkuiri ini, siswa dapat memahami secara utuh materi yang dipelajari dari hasil belajar mandiri, diskusi, evaluasi, dan relfeksi.

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Kenapa inkuiri?

Menurut saya, pembelajaran inkuiri dapat membantu siswa dalam melihat inti dari materi yang sedang diajarkan. Hal ini karena, pembelajaran inkuiri berfokus pada aktivitas siswa, yang mana siswa akan banyak menulis, berpikir, mencari solusi, dan berdiskusi. Secara tidak langsung, mereka akan mem-break down suatu masalah yang pada akhirnya akan menemukan inti dari permasalahan itu. Sehingga mereka akan mendapatkan solusi yang tepat. Nah, untuk menganalisis dan mencari solusi yang tepat itu mereka harus banyak belajar dan secara tidak langsung kegiatan tersebut akan memantik rasa penasan siswa sehingga akan meningkatkan semangat serta motivasi siswa untuk menggali lebih dalam materi pelajaran yang sedang mereka pelajari secara mandiri.

Selain itu, aktivitas seperti diatas tadi akan membentuk siswa menjadi pribadi yang mandiri, bertanggung jawab, berpikir kritis, adaptif, kreatif, mengasah kemampuan berkomunikasi dan juga mengasah interaksi sosial.

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Berdasarkan buku :

I lead and guide but, i must also be prepared to be lead and be guided in turn,

open to new pathways, open minded, and managing a degree of uncertainty while keeping the big picture in mind.

provide a natural and infectious role model for their students and they remain curious about the students

themselves, about their learning, about their teaching and

most importantly about the relationship between the two

etc

Menurut saya, karakteristik guru yang menerapkan pembelajaran inkuiri adalah guru yang memiliki pemikiran terbuka, adaptif, selalu ingin belajar, menjadikan murid sebagai "guru" sebab antara guru dan murid harus ada feedback untuk evaluasi dan refleksi, menjadi teladan yang baik, dapat memberikan sajian materi yang menarik dan dapat membuat siswa penasaran, membuat siswa nyaman dalam proses pembelajaran, menyenangkan, dapat memberikan umpan balik yang positif, dan memiliki kontrol emosi yang baik dalam menyikapi segala dinamika kelas.

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Activities that can build relationship and connection with the student: 

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Activities that can build relationship and connection with the student: 

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1. Ask students to share "who they are" by bringing in objects or photos that represent themselves and their lives

2. Create a class blog or use online tools that allow for regular dialogue between teacher and students

3. Invite students to write a letter (or a post) to the teacher about why the teacher are lucky to have them in your class, and vice versa

4. Use the informal 'before the bell goes' time in the morning to chat with individuals about their lives.

5. Greet each student in the morning as they come into the room.

6. Play games that foster teamwork, connection, and fun.

7. Co-construct agreements about behavior and expectations.

8. Establish a routine of regular class/group meetings.

9. Set some class goals - some things you want to achieve as a group.

10. Send a simple note (slipped into a student's bag/locker), an email, message, or text letting them know you are glad to have them in your class, that you noticed a kind thing they did that day, or simply that you believe in them

11. Allow students to get to know the teacher.

12. Be the inquirer you want to see! Show

students how curious about and connected with the world the teacher is. Share the things that make you

curious, the puzzles and problems you encounter as a learner.

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Activities that can build relationship and connections with the student:

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Activities that can build relationship and connections with the student:

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1. Ask students to share "who they are" by bringing objects or photos representing themselves and their lives.

2. Create a class blog or use online tools that allow for regular dialogue

3. Play games that foster teamwork, connection, and fun.

4. Co-construct agreements about behavior and expectations.

5. Establish a routine of regular class/group meetings.

6. Set some class goals - some things you want to achieve as a group.

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1. They are generally driven by questions - both teacher and student generated.

2. They require active research/investigation/experimentation by the student.

3. They most often seek to connect learning with students' real-life experiences.

4. They are as much about process as they are about content - and content is conceptual.

5. Students experience connected learning episodes -one task is clearly linked to the next rather than being simply an 'activity'

6. The learning is responsively planned (rather than fully mapped ahead in detail).

7. Aspects of the learning tasks/assessments are co-constructed with students.

8. The planning is emergent - the detail of the process unfolds rather than being pre-determined.

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Menurut saya, aktivitas yang dapat dilakukan untuk mendukung proses pembelajaran inkuiri adalah dengan :

1. Membangun hubungan emosional dengan murid. Hubungan emosional ini nantinya diharapkan membangun kemistri antara guru dan murid, sehingga akan timbul tenggang rasa, saling menghargai, menghormati, dan adanya keterbukaan antara murid ke guru

2. Membuat kelompok kolaboratif. Aktivitas ini diharapkan dapat meningkatkan kemandirian murid, berpikir kritis, dan juga kemampuan bersosial dan komunikasi.

3. Menciptakan proses pembelajaran yang menyenangkan dan atraktif

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Hal yang menarik bagi saya dari buku ini (walaupun belum baca sampai habis) adalah buku ini membuka pikiran bahwa belajar itu tidak hanya fokus pada guru, mendengarkan, dan kegiatan yang membosankan lainnya. Dari buku ini saya dapatkan, pentingnya peran guru dalam menciptakan suasana belajar yang nyaman, aman, menyenangkan, dan bermakna. Selain itu, dalam proses pembelajaran juga bukan hanya murid yang belajar, melainkan guru pun belajar dan terus melakukan evaluasi dan refleksi agar proses pembelajaran kedepannya bertambah baik. Dari buku ini juga terdapat banyak tips bagaimana menciptakan suasana belajar yang menyenangkan, menarik, dan atraktif.

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Menurut saya, peran guru dalam pembelajaran inkuiri adalah sebagai fasilitator dan pengarah murid dalam ekperimennya. Jadi guru harus bisa cepat dalam beradaptasi dan menentukan arah belajar sesuai dengan kemampuan dan gaya belajar murid

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Menurut saya, inquiry teacher berarti guru yang mampu melihat proses belajar sebagai interaksi dua arah serta melihat murid selalu penasaran dan mampu melakukan aktivitas belajar. Guru yang memiliki pola pikir fleksibel, terbuka, inovatif, dan mampu berpikir strategis untuk menciptakan kesempatan bagi murid untuk berpikir dan berperan aktif dalam proses belajarnya.