Here is part three of our guided inquiry journey. Leon expands on what direction their inquiry took and sets out the process he trialled with his class. If you want to catch up on the first two instalments you can do that here for part 1 and here for part 2.
In term 1 this year we had completed a unit on healthy eating. This prompted a lot of discussion about food, what was healthy and what was not. There had also been lots published in the media about sugar and its ill effects on our health. The class decided they wanted to investigate this further.
An in-depth discussion ensued about some of the choices of food and drink that was available in our canteen and from that it was decided to see if we could affect what was offered for sale. We decided to look at other healthy alternatives and whether or not it would be cost effective to serve meals that had no highly processed foods. Our next step was to backwards map how we might make all this happen.
In groups we brainstormed ideas about all the things we would need to do to make this happen and put together a timeline so everyone knew what and when different tasks had to happen.
Note: (I believe this step is crucial to any inquiry. You need to have a timeline and establish some parameters, including a goal otherwise, as we discovered, it is very easy to get off task or have ideas spiral into something massive that will go on forever and ever!)
The first thing we had to do was gain the permission of our rector to investigate foods our canteen was selling. A team of students put together a simple power point presentation and invited him to come and listen to their proposal. Students had to back up their suggestions themselves with relevant information as we knew Mr Baldwin would be asking some tough questions. This meant that every student had to do their own research to learn about the effects of highly processed food and sugar on the body both physically and mentally. Our researching skills really paid off at this time (thanks again Senga).
Students also made appointments with other teachers in the Science and Health departments to gather further information to strengthen their argument.
During this process it became clear that the students were all doing different things at different times. This was where I had to let go of my inner control freak! As a class we talked constantly about self-management and being able to work to a deadline. I had to trust that students would complete set tasks without me constantly looking over their shoulder.
I deliberately gave the boys a lot of freedom to come and go from the classroom and work how they needed to work. For some this meant taking regular breaks, listening to devices, working in groups or individually as well as having regular catch ups with each other. It was amazing to see them becoming “experts” in particular fields and all feeding off each other for information.
As a class we designed a cookbook made from healthy recipes we had researched and students had to show their learning in some way, shape or form. This could be anything from a mock news interview to a power point presentation to a poster or simply submitting their inquiry journal. Documenting our journey in this way would prove invaluable.
Students designed the criteria for our final assessment and came up with a list of ways that we could measure each other’s learning. Having them co-construct the criteria for assessment meant they had real ownership of the task.
So it sounds like all is coming up roses and I am now an expert on inquiry and my class is perfect aye! WRONG! Not all my students responded well to the less structured approach we took with our learning. Two students in particular really struggled with this concept, choosing to be completely off task and “abusing” the system. In the next posting I will continue to outline both the successes and the stumbling blocks along the way to successful guided inquiry ………