I helped a teacher to reflect on a very rich UOI. The children were inquiring into the concept of EXCHANGE. They created their own businesses, made a business plan, worked out expenses/profit, pitched the idea and applied for a loan, did market research, executed the plan, reflected, tried again, paid back the loan.
We decided to document this process using thinking verbs and simple pictures that tell a story.
Some takeaways- an integral part of the job of a Pedagogical Leader is assisting in reflection, and an important aspect of that is creating documentation, making the learning visible
- ideally, the students should be involved in the documentation process, but to scaffold this process, it is important for the teacher to do it first, to get a sense for how it works
- story is a powerful way to reflect
Some wonderings- How can we use thinking verbs to structure the inquiry?
- Would it be beneficial to structure the Inquiry Journey up front with the thinking verbs in our pre-planning?
- Would that limit the Inquiry, or would it allow for space to explore?
- How can we feed this documentation back to the students? How can we encourage further reflection?