Sharing Good Practice
the learners are leading the learning
by virtue of their own curiosity. This
approach increases student agency
and problem-solving self-efficacy,
leading to an environment that
promotes deep learning.
As a teacher in an International
School, I have found inquiry to be the
safest and most effective method to
introduce learning in Mathematics.
The peculiarities in International
Education demand a holistic approach
to ensure that all learners are included
as well as the provision of a rich
conceptual
learning
experience,
capable of being transferred to
different education systems when
the learner eventually returns home,
or even migrates to another country.
Therefore, questions are the key and
the versatility of the teacher to guide
the learners, deeper into thinking, thus
probing understanding, challenging
certainties, and unlocking potential.
This atmosphere promotes equality,
while the pursuit of knowledge joins
everyone. Inquiry learning promotes
an equitable learning environment
that normalizes curiosity and increases
students’ self-efficacy and agency.
Learning in your classroom should
become more deliberately focused
on conceptual formation rather
than recognition and recollection of
content. Proving that the angles of
a triangle add up to 180, only adds
another bit of content but it doesn’t
explain why. Ask your class to think
about this, but with colleagues. Inquiry
teaching will challenge your thinking
and understanding, it fosters a positive
learning atmosphere in any classroom.
Many teachers find the adjustment
challenging, but in the modern world,
where information is freely available,
analysis and synthesis are invaluable
skills to bet on.
Establishing an Inquiry
Environment
Mathematical classrooms are the
ideal places to employ inquiry-based
practices. Teachers of mathematics
should strive to establish environments
where inquiry is practiced and
inquisitive minds are stimulated. Here
are some pointers, to promote real
inquiry in your classrooms and help
to establish your environment as brain
compatible and inquiry-based.
1. Write down the conceptual
questions you want to cover in your
lesson. Having a written record
means that you would have thought
works well if you ask them to “write
three things they learnt today”. Do
not ask for one! Three pushes them
deeper.
about the activity and expect to
discuss this as priority.
2. Avoid
answering
learners’
questions. This will promote good
questioning and promote students’
curiosity. At first your learners will
find this weird, but eventually will
feel the benefits in their eventual
conceptual understanding.
3. Ask at least two questions to the
same responder. As a rule, try to
ask at least two questions to probe
understanding. Why did you say
that? How do you know?
7. Focus the learning on concept
rather than content. Concept
acquisition is far more valuable than
content.
8. Video yourself and count the
number of questions asked in your
classroom. Check to see who asks
more questions.
References
4. Keep some question stems that
promote deeper thinking. I like
using “Can you think of another
example?” “Is your answer always
correct?” Ishartono, N., Juniati, D., & Lukito, A., (2016),
Mathematics Teaching Devices in the
Topic of Trigonometry Based on Guided
Discovery Teaching Method. Journal of
Research and Advances in Mathematics
Education Vol. 1, No. 2, 154-171,
5. Promote lateral thinking and
transfer.
Thinking
is
deeply
rewarding if freedom reigns in your
learning space. Jensen, E. (2005). Teaching with the brain in
mind. ASCD.
6. Accept only written reflections. This
forces deeper thinking and allows
them to really reflect since writing
is a more involved process. This
Lazonder, A. W., & Harmsen, R. (2016).
Meta-analysis of inquiry-based learning:
Effects of guidance. Review of Educational
Research, 86(3), 681-718.
Sousa, D. A. (2001). How the brain learns:
A classroom teacher's guide (2nd ed.).
Thousand Oaks, CA, US: Corwin Press
Megel has been an educator for over 24 years garnering leadership experience.
Currently, he is the assistant middle school principal at ABA, an IB world School
where he is responsible for the coordination of the MYP. Having worked in
Jamaica, United Kingdom, and Oman, while serving in a number of leadership
capacities, Megel brings real-world experiences to his talks focusing on job
satisfaction, ethics, brain-based learning and technology in education.
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Sep - Oct 2018
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