In my last blog post I
left you with this statement, “Despite
all of this I am still left wondering how successful the IBL process is when it
comes to differentiation. I can picture
making the assignments and activities more difficult for your higher achieving
students, I just am left wondering how to accommodate for those students who
have pretty severe learning disabilities and accommodations on their IEP’s.” Well I feel as if that question has been
answered.
As I continued to explore and gain a deeper
understanding of Inquiry Based Learning (IBL) I stumbled upon the three types
of inquiry possible within a IBL lesson.
They are Teacher-Directed, Teacher-Student Shared and
Student-Directed. As I wrote my last
post I was unaware of the different types of direction that can go into a IBL
lesson. I was focused entirely on the
student directed model, which is why I had my fears and doubts about the use of
IBL in a classroom that has a number of different ability levels. Yet, if the teacher where to develop a lesson
that could be both student directed, for those highly motivated and high
achieving students and also provide accommodations through the other two
models, then differentiation in the classroom would be both easy and highly
beneficial to the students.
In a student directed approach the students could
explore the question how they wanted and reach their own conclusions. However, for this to be successful the
students must have the necessary process skills in order to succeed. These skills have been identified in a number
of places, but I have found those skills outlined by the Center for Educational
Policy Research to be the most helpful.
This list provides readers with the process skills that are necessary to
succeed in today’s colleges. While these
are important skills to have as students, it is necessary to understand that
some, if not most, of our students are not at this point yet. That is why the other two types of lessons
available to IBL are so important.
With teacher-directed or teacher-student shared there
is the possibility of differentiating the instruction to fit the individual
needs of the student. This is exactly
what my fear was in my prior blog. By
having more guidance from the teacher, or other students, those students who
need the extra support will be able to receive it. This scaffolding approach to IBL allows all
students in the classroom to pursue the passion for learning, which all humans
have. The accommodations that can be
made could be as simple as a graphic organizer for the student to the teacher
picking the resources and providing all of the materials for the student. Despite the level of accommodations provided,
the student is still receiving the benefits of IBL and all of the soft skills
that go along with this type of activity.
I leave you today feeling that my previous questions
about differentiation look silly and childish in retrospect. With a successful IBL lesson differentiation
is built into the activity and required to take place. So those students who are off and running on
every project can race ahead and explore whatever they find, while those who
are slower can be provided the resources and support they need to succeed. Hopefully you have found this entry helpful and
I encourage you to try IBL in your classroom.
Reference
Conley , D. Association of American
Universities, (2003). Understanding university success. Retrieved from
Center for Educational Policy Research website: http://webhost.bridgew.edu/rsylvester/frosh.pdf
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