Pahomov’s book begins by quoting John Dewey:
’Knowledge’, in the sense of information, means the working capital, the indispensable resources, of further inquiry; of finding out, or learning, more thing
…and uses his idea as a backbone to establishing a familiar shift that is occurring in education and begins to build a framework for implementing “personalized, inquiry-based education in a typical secondary classroom” (2).
The transformative effects of technology
- Shifting the emphasis from content to skills
- Allowing for constant engagement
- Democratising Learning
- Connecting to ‘the real world’
- Simplifying the back-end of work
Characteristics of authentic inquiry-based instruction:
Chapter Three deals with the facilitation of research. Two shifts I am attempting to make in response to this reading is to make another attempt to more authentically teach research methods. I was amazed at the tools that are out there now since the last time I sought help in this area. In particular, these lesson plans have me very excited. Secondly, my current approach in my Year 13 class seems to offer too much space for research. Pahomov suggests ‘inquiry prompts’ which are well constructed questions encouraging critical thinking and deep research. Following this lead may offer more substance in class.
Chapter Four deals with collaboration. Pahomov cites three qualities of successful collaboration, “it must be documented, asynchronous, and classroom-based” (64). One of the thoughts shared in this section was the idea of “anchor documents” – a useful term to refer to documents that outline the requirements for a project of task. Teacher Dashboard makes this easy, but the term I think might be useful for differentiating between documents.
In this chapter on collaboration, Pahomov talks about the idea of group contracts. While the example she gives goes too far for my context (but I could see the benefit of heading in this direction) the ideas here are very exciting for my Drama class and Media Classes. She suggests a group contract. She gives a exemplar and I really like the power it gives students and allows them to police themselves. The idea of having a firing process is also excellent – exciting for students, but ultimately designed so that it addresses and resolves group dynamic issues. I’m planning on taking this to the next level!
Subsequent chapters on Perfecting Presentation, Making Reflection Relevant and Embracing the Culture will be addressed in a future post. This book is loads brilliant.