Inquiry Page
(http://inquiry.uiuc.edu/)
Just as its name, this website is meant to help learners get a better understanding of the inquiry concept. This website has five categories. That is, definition, process, environment, articles and slides. After I realize what does “inquiry” mean from the textbook and from this website, I focus more on the process part, which is regarded as the most beneficial part from my perspective. First step of the process is to ask questions. Since inquiry is a process of discovery, the purpose of asking questions is to motivate learners’ desire to discovery those they never found before. Actually I always think that to come up with some question is difficult, especially those are significant and to the point. Here this website provides some good questions such as “What makes a poem poetry?” “Why does the moon change shape?” After I see these examples, it downs on me that good questions are questions that people seldom think of and have the space to discuss further. What's more, a good question had better be an open question; that is, a question can involve various kinds of opinions instead of one single standard answer. The second step of the process is to investigate. At this section, learners may gather information as much as they can.
The ways of investigate include studying, crafting an experiment, observing, interviewing and so on. As for the third step, create, I think it's the toughest one. It involves the ability to analyze, synthesize, make connections, compare and contrast and so on. The fourth step of the process is to discuss. The main purpose of discussion may be to complement each other’s ideas. Through brainstorming together, learners usually can provoke unexpected knowledge sparks. And the final step, reflect, is what I consider the most crucial one. After each activity, we students are often asked to record his or her own reflection. And I think it does help me ponder on what I have learned from this activity. In what sense I can do better next time? Through reflection, I can remind myself of some valuable experiences and to bear them in mind instead of just let them pass with the passing of the time. I also suggest that learners can record their reflection as soon as the activity ends. At that time our memory of that activity is most refreshing and we can truly think what needs to be desired. This websites also provides slides and several links of relevant articles, which can help learners realize more about inquiry teaching and learning.
I would like to summarize it by mentioning two tips of creating inquiry projects listed in the textbook, which I think will be very useful. First, do not let tools limit your processes or products.Teachers should determine the language and project goals and structures and then choose appropriate tools. Second, teachers should help every student has a role or responsibility to take in their group; to let students have a keen sense of participation. In this case, inquiry-based activities can be carried out more smoothly.
(http://inquiry.uiuc.edu/)
Just as its name, this website is meant to help learners get a better understanding of the inquiry concept. This website has five categories. That is, definition, process, environment, articles and slides. After I realize what does “inquiry” mean from the textbook and from this website, I focus more on the process part, which is regarded as the most beneficial part from my perspective. First step of the process is to ask questions. Since inquiry is a process of discovery, the purpose of asking questions is to motivate learners’ desire to discovery those they never found before. Actually I always think that to come up with some question is difficult, especially those are significant and to the point. Here this website provides some good questions such as “What makes a poem poetry?” “Why does the moon change shape?” After I see these examples, it downs on me that good questions are questions that people seldom think of and have the space to discuss further. What's more, a good question had better be an open question; that is, a question can involve various kinds of opinions instead of one single standard answer. The second step of the process is to investigate. At this section, learners may gather information as much as they can.
The ways of investigate include studying, crafting an experiment, observing, interviewing and so on. As for the third step, create, I think it's the toughest one. It involves the ability to analyze, synthesize, make connections, compare and contrast and so on. The fourth step of the process is to discuss. The main purpose of discussion may be to complement each other’s ideas. Through brainstorming together, learners usually can provoke unexpected knowledge sparks. And the final step, reflect, is what I consider the most crucial one. After each activity, we students are often asked to record his or her own reflection. And I think it does help me ponder on what I have learned from this activity. In what sense I can do better next time? Through reflection, I can remind myself of some valuable experiences and to bear them in mind instead of just let them pass with the passing of the time. I also suggest that learners can record their reflection as soon as the activity ends. At that time our memory of that activity is most refreshing and we can truly think what needs to be desired. This websites also provides slides and several links of relevant articles, which can help learners realize more about inquiry teaching and learning.
I would like to summarize it by mentioning two tips of creating inquiry projects listed in the textbook, which I think will be very useful. First, do not let tools limit your processes or products.Teachers should determine the language and project goals and structures and then choose appropriate tools. Second, teachers should help every student has a role or responsibility to take in their group; to let students have a keen sense of participation. In this case, inquiry-based activities can be carried out more smoothly.
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