The biggest challenge for me is that I have no real teaching experience, so I need to look up materials, observe and learn other people’s way of teaching, not to mention inquiry-based learning, which I have never been exposed to before. But I know that the most important thing for students to accept and actively participate in the curriculum designed by teachers is that the curriculum is meaningful and interesting. In human-centered design thinking, students are more engaged and teachers can connect the curriculum to the world more broadly. Learning best occurs naturally when students explore problems and think about the world. Educators provide them with the opportunity to break the conventional definition of education, and any environment can be provided to students as a learning environment (Quinn et al., 2018). For students, meaningful learning should be closely related to their lives. It is closely related to people inside and outside the school, and to the world, they live in (Willms et al., 2009). If I’m going to do this subject again, I will add a session where students can interact and comment on each other. As assessment should be used as an important part of the learning process to improve students’ thinking depth and learning goals (Willms et al., 2009). More interaction and peer review allow students to better understand each other’s ideas and broaden their thinking. Through this process, I learned concrete achievement in understanding the significance of interdisciplinary in Inquiry-based learning. The essence of these disciplines is to learn different ways of thinking about the world, to help our students look at problems from different perspectives, and ultimately to develop their own unique way of thinking and problem-solving abilities. As students explore problems, interdisciplinary connections will deepen their understanding of other disciplines and generate a richer imagination, which further enhances their ability to imagine and connect with their surroundings (Jardine et al., 2003).
In this course, our inquiry, design, demonstration and assessments are a complete inquiry, while your guidance to us is a process of response inquiry-based learning, which is a cycle. My final question is, how can teachers accurately assess the effectiveness of student learning outcomes? Especially these wild ideas.
References
Jardine, D., Clifford, P., Friesen, S. (2003). Back to the basics of teaching and learning. New York: Routledge, https://doi.org/10.4324/9781410606938
Quinn, E., Bartlett, S., Alisat, L.L., Mcneil, S., & Miner, K. (2018). Finding Humanity in Design. Journal of the Canadian Association for Curriculum Studies, 16, 6-22.
Willms, J. D., Friesen, S., Milton, P., & Canadian Education Association. (2009). What Did You Do in School Today? Transforming Classrooms through Social, Academic, and Intellectual Engagement. (First National Report). In Online Submission. Online Submission.
Required Elements for Written Reflection:
Written Reflection: The length of the written assignment is flexible to a maximum of 1000 words (not including references). Include answers to several of the following questions:
- Reflect on how this project went for you. What were your challenges? What successes did you experience? What questions do you still have about this process? What might you do differently if you were to plan this project again?
- Reflect on the inquiry process. What did you learn about inquiry in going through this process? Did you have any insights about your initial questions coming into this course? What are you still wondering about inquiry after doing this project and taking this class?
- Citations and references from a minimum of three required and recommended readings and resources studied in class, to demonstrate your understandings of the connections between theory and practice.