What I've discovered - Leaving the labyrinth...

Curated collection, final reflections & feedback

The art of teaching is the art of assisting discovery.

- Mark Van Doren

Photo by Daniel Welsh on Unsplash

From my searchings and readings - as I got my bearings, found a passage through - I not only learned a few key things about implementing effective inquiry in the MYP (see my Infographic), I curated a collection of resources and have provided short annotations on how these resources relate to the key findings of my inquiry. I hope they will be of use to other practitioners.

Reflections

The MYP uses concept-based learning as both a pedagogical model and a curriculum planning tool, and so often takes the form of inquiry but is not necessarily seem as combined with inquiry – it is more that inquiry is inherent, or assumed to be inherent, in the model. This initially posed some challenges to my searching, as the two did not appear together in the literature in the way I had assumed they would.

I spent some time here wallowing in what Carol Kuhlthau’s Information Search Process (ISP), would call ‘exploration’ – a sense of confusion about my findings and the apparent contradictions or inconsistency I seemed to be seeing. However, this searching and doubt led me to ask the question:

What are the intersections between concept-driven/based learning and inquiry models? How are these articulated and understood?

This thinking started to coalesce into some interesting realisations and  thoughts about the intersections between inquiry and concept-based learning, reflecting the ‘formulation’ – a further stage of ISP – of a more focused perspective on the research.

What occurred to me, and what I hope is reflected in my collection and presentation of my learning, is that the question, what does effective inquiry look like in the Middle Years Program? is in part answered by the idea of concept-based learning. While effective inquiry is obviously supported by many other pedagogical strategies, this is what, to my mind, makes the skills and knowledge transferable to new contexts. In reflecting on my initial thoughts, I am persuaded too, by the importance of guided inquiry that is purposeful and planned, especially in the middle years, when students are at a point of refining skills.

I believe that through this inquiry, my most significant learning happened through the difficulties and frustrations rather than successes. Hence the importance of trial and error, and of reflection and evaluation, for meaningful inquiry.

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