Social Studies Active Learning Approach = Inquiry Based Learning
(This writing piece is a reflection of Neil Stephensons ‘Inquiry in Social Studies’
To be honest this ‘inquiry based learning’ has shaken and stirred the way I see myself teaching social studies in the classroom. I am a product of rote fill-in-the blank worksheets, and recall quizzes that included detailed historical dates, times and people. While these techniques did in fact meet the required learning objectives and requirement of Alberta Learning they were so far removed from connecting to me as a learner. The basic core of the Alberta social studies program of studies is focused upon two key concepts: citizenship and identity. So as a teacher I need to be filtering every activity that I’m asking my students to participate in through these concepts.
Stephenson described social studies as the ‘the study of what it means to be human.’ In essence social studies helps students develop the assets that they will need to be fully functioning citizens in society. Students enthralled by an adult who brings meaningful subject matter to the class each day about issues, events, people, moral dilemmas, and political referendums. Inquiry goes beyond just telling students about the outside world, students become ‘meaning makers’ they are faced with issues that can’t easily be solved. Students learn that they need to become well informed, and that they need to look for multiple sources from many varying perspectives.
Stephenson mention the two foundational concepts of inquiry which are authenticity and academic rigor. In short authenticity is when students are engaged in the world, with topics that concern the world. Secondly academic rigor is where student work in ways that utilize various social disciplines i.e looking at content matter from a historians point of view. There are many skills that are social studies specific, and students should be able to role play in the various disciples.
I used to have the preconceived notion that learning had to be based on the quantity of learning outcomes achieved. The more I learn about constructivist concepts I believe that it is the quality assignments that matters. The ideas that excellent teachers have students create work that has long lasting value, beyond the scope of the unit. As a pre-service teacher the task seems daunting; but I enjoy the feature that learning can be messy with structure. Inquiry based teaching is a lot more work to construct but its benefits are to numerous not to take hold to. The questions that I asked myself while deciding how inquiry teaching could be applied in my practice. How one decides which big projects, or through line questions to choose?
The through line question is an interesting technique that caught my attention; it has to do with asking a relevant ambiguous questions. This question must be embedded with many opportunities to sink deeper into understanding and students must have a broad view of the issue before being able to coherently answer the question in full. I believe that having a through line question would help to focus teaching and learning, to be able to view the overall goal of the unit of study in its broadest form.
I also like the idea of having a ‘benchmark of historical thinking,’ this idea helps to establish historical thinking in a new way. Through analyzing events through a particular view point or perspective, students learn to equate historic with contemporary thoughts. I like this because it’s a very practical way to have students focus on the historical portion of their studies, through identify with people in the past helps learning to become more relevant in the present.
Another feature of the Inquiry based learning is that it can constantly be reviewed and tweaked. Using Galileo’s inquiry rubric which is divided into nine subgroups: authenticity, academic rigor, assessment, life skills, appropriate use of technology, active exploration, connecting with experts, elaborated communication and compassion. As a teacher I need to be reflective about my practice noting what works, what didn’t and how to tie the circular content to students in more impactful ways.
Inquiry thinking is a way to go beyond the textbook and into events ranging from the municipal to global events. Deep connections, real world application, focus.
Image is named: Window to the Soul
Photographer: Premasagar