In every course, Inquiry has been the topic of conversation
and is a highly encouraged teaching method that has been explored for the past
month. The Geoboard activity described by the author is a perfect example of
inquiry being put into practice within a classroom.
After having completed the chessboard task, Allen could have
continued with the course material. However she chose to have students discuss
the possible extension activities which encouraged them to build their ideas of
patterns, counting, shapes, dimensions, ect. To then put aside time for
students to pursue these ideas exemplifies inquiry styles of teaching. Having
the students examine triangles on Geoboards allowed them to find solutions to
their own questions by developing hypothesis, recognizing patterns, identifying
triangle properties, structure classification processes, and practice working
in groups. The amount of student-lead learning that was able to take place was
impressive.
This article causes me to now consider, when going through
curriculum material, opportunities to have open discussion with students. I
would like to provide students the chance to explore their suggested extended
activities. It may not be possible to anticipate every opening or allow the
same amount of in depth studying to occur. Yet, when students express an
interest or desire to learn and become familiar with subject matter, it is
important to recognize this curiosity and to encourage this eagerness. Overall,
students will not only become more engaged in a classroom, but will also become
more confident in their abilities.
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