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Empowering Young Minds Through Inquiry and Personalized Learning

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Explore the power of inquiry-based learning in childhood development as inspired by Eleanor Roosevelt's philosophy. This interactive Makerspace session encourages young learners to experiment with playdough to understand circuits while embracing a trial-and-error approach. Participants will engage in discussions surrounding collaborative practices and the importance of self-organization in learning environments. Discover ways to ignite curiosity and personal questions that drive discovery and creativity, reinforcing the notion that children can teach themselves through exploration and community learning.

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Empowering Young Minds Through Inquiry and Personalized Learning

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Presentation Transcript

  1. Inquiry II – Jan. 20 "Every effort must be made in childhood to teach the young to use their own minds." Eleanor Roosevelt Inquiry and Personalized Learning Opportunities Makerspace, Tinkering, Self-Organized learning environments, genius hour

  2. Walk-in Activity • Goal: Develop an understanding of the properties of the different types of playdough through attempting to create a simple circuit • ONE rule – do not connect the LED lights directly to the batteries... They must only make contact with dough • Prior knowledge – how a simple circuit works

  3. Checking in • Questions or comments about Inquiry Project? • Questions or comments about Practicum? • Collaborative Practice Discussion

  4. Timeline

  5. Curiousity and Questions • Questions can be windows to great instruction but not the other way around • Embrace the mess – trial and error everyday • Practice Reflection – what we do is important, it deserves our care and our revision http://www.ted.com/playlists/125/tv_special_ted_talks_educatio.html

  6. The Power of Questions • In real life, the pursuit of personally important questions is what leads to new discoveries, creations, or realizations (Arnold, 1995; Gardner, 1998 in Falk & Blumenreich, 2005 p.1)

  7. Constructivism, Inquiry & Personalizing Learning

  8. Inquiry • awaken learners’ own questions and use these as the driving force for learning (Falk & Margolin, 2005). • Vs • instructing learners how to search for answers to predetermined questions.

  9. Links to PracticeTeacher as a questioner, a knower, and a doer.

  10. Reference Falk, B., & Blumenreich, M. (2005). The power of questions. Heinemann. Chapter 1: Making the Case for Teacher Research, pp. 4-11. http://www.heinemann.com/shared/onlineresources/E00698/chapter1.pdf The complete book is available in the education library at: http://webcat1.library.ubc.ca.ezproxy.library.ubc.ca/vwebv/holdingsInfo?bibId=3188325

  11. Time for a Break

  12. Self-Organized learning Environments SugataMitrahttp://www.hole-in-the-wall.com/

  13. How do you feel about this statement:Children in groups can teach themselves almost anything.http://www.ted.com/talks/sugata_mitra_shows_how_kids_teach_themselves.html

  14. Self-Organized learning Environments SugataMitrahttp://www.hole-in-the-wall.com/

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