Teaching
and
Learning
Research Exchange
Circles of Inquiry:
Creating a Culture of Inquiry
to Enhance Early Learning
Marg Epp and Lynn Lemisko
with the Inquiry Team:
Heather Baergen, Heather Grismer,
Mary Loewen, Samantha Mirwald,
Patricia Peech, Jacquie Thiessen
and Susan Westmacott
Project #206
December 2011
This research was partially funded through a grant from the McDowell Foundation. However, the points of
view and opinions expressed in project documents are those of the authors and do not necessarily reflect
the views of the Foundation.
The purpose of the Dr. Stirling McDowell Foundation for Research Into Teaching is to fund research, inquiry
and dissemination of information focusing on instruction (both teaching and learning) in the context of the
public elementary and secondary education system. Specifically, it will:
1) Contribute to knowledge about teaching and learning.
2) Encourage educational inquiry through a wide range of methodologies.
3) Support the involvement of practising teachers in active research projects.
4) Encourage organizations as well as individuals to determine and act in areas of research and inquiry.
5) Encourage experimentation with innovative ideas and methodologies related to teaching and learning.
The Foundation is an independent charitable organization formed by the Saskatchewan Teachers’
Federation in 1991. It is governed by a Board of Directors with the assistance of an Advisory Committee of
representatives from the educational and business communities. The selection and evaluation of projects
funded by the Foundation is carried out by a teacher-led Project Review Committee. Inquiries concerning
research supported by the McDowell Foundation may be directed to the following address:
Research Coordinator
Dr. Stirling McDowell Foundation
2317 Arlington Avenue
Saskatoon SK S7J 2H8
Telephone: 1-800-667-7762 or 306-373-1660
© 2011 by the Dr. Stirling McDowell Foundation for Research Into Teaching Inc. Permission is given to use
this work for educational purposes, except that authorization from the original source must be obtained
for the use of any material that appears in the work with credit to another source.
Table of Contents
Abstract ........................................................................................................................... 1
Acknowledgements......................................................................................................... 2
Introduction .................................................................................................................... 3
Objectives . ...................................................................................................................... 4
Rationale and Statement of Need ................................................................................. 5
Description of Study Population .................................................................................. 6
Research Methodology: Data Gathering and Analysis .............................................. 7
Findings and Interpretations ........................................................................................ 8
Barriers and Challenges ..................................................................................... 8
Fear .............................................................................................................. 8
Trust ........................................................................................................... 9
Relationship building ............................................................................... 9
Messiness . ................................................................................................. 9
Assumptions . ........................................................................................... 10
The Role of the Teacher . .................................................................................. 10
Early thinking about the role of the teacher ....................................... 10
Later thinking about the role of the teacher ....................................... 11
Understanding of Inquiry .................................................................................. 13
Early thinking about inquiry .................................................................. 13
Later thinking about inquiry .................................................................. 13
Conclusions and Recommendations ......................................................................... 15
Questions for Further Research ................................................................................. 17
References ..................................................................................................................... 18
RESEARCH REPORT Circles of Inquiry: Creating a Culture of Inquiry to Enhance Early Learning
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RESEARCH REPORT Circles of Inquiry: Creating a Culture of Inquiry to Enhance Early Learning
Abstract
Our research objective was to understand how a school-based professional
learning community could develop a “culture of inquiry” to support and enhance
learning for PreK to Grade 3 students. Participants in this study included five
PreK to Grade 3 classroom teachers who were collaborating in a pre-formed
professional learning community (PLC) within a small rural school. Two division
office personnel, who work in support of early learning classroom teachers, and
two research leaders joined in the monthly circle of inquiry (PLC) discussions.
The process of inquiring into inquiry proved to be a valuable way of developing a
culture of inquiry. In providing the place and time for teachers to intensively and
extensively explore ideas together in discussions, teacher-inquirers recognized
essential and attainable characteristics of a culture of inquiry for themselves and
their students. Teacher-inquirers recognized:
•
The challenges and sometimes messiness of inquiry as well as the positive
benefits.
•
The need for a high level of trust and openness to sharing and that time and
space to reflect and discuss together is vital.
•
The importance of defining and re-defining their beliefs.
•
That a learning environment that supports a culture of inquiry needs to be
intentionally structured.
•
That engagement with inquiry as a way of being requires courage and
commitment.
We recommend that professional development practices take these ideas
into account.
RESEARCH REPORT Circles of Inquiry: Creating a Culture of Inquiry to Enhance Early Learning
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Acknowledgements
We thank the Dr. Stirling McDowell Foundation for Research Into Teaching for
the support for this project. The time which this provided for us to network
and explore possibilities with classroom teachers was extremely valuable. We
would also like to thank the Prairie Spirit School Division administrative team and
in-school administrators for supporting and encouraging this research aimed at
enhancing student learning and engagement. We especially thank the classroom
teachers for welcoming us into their circle of inquiry and for their openness and
willingness to share their thinking. 2
RESEARCH REPORT Circles of Inquiry: Creating a Culture of Inquiry to Enhance Early Learning
Introduction
Discussion groups can take many forms. Some are spontaneous; some are led;
some do not have a designated leader. Sometimes discussions focus on a reading
or questions that participants are curious about. Our study originated with
questions which arose out of a previous McDowell project: Learning Together:
Intergenerational Literature Circles as Sites for Multilayered Learning (Lemisko &
Epp, 2008). Although we labelled these discussion groups as literature circles,
they became more than that. Students were curious about a variety of issues that
arose from their reading and this inquiry led to more questions and answers.
We began to think of them as inquiry circles. With the Saskatchewan Ministry of
Education renewed curricula and the focus on inquiry, it seemed like a natural
progression to investigate our understandings of inquiry. If students are more
engaged when their questions are honoured, would this be the case for teachers?
We wondered if implementing new curricula and an inquiry approach would be
meaningful and effective if a culture of inquiry was developed amongst teachers.
We approached an already formed professional learning community (PLC), a
group of PreK to Grade 3 teachers in a small, rural school, with the overarching
question: How do teachers develop a culture of inquiry among members of their
professional learning community? The group responded enthusiastically and so
the investigation began. Keeping in mind that the underlying purpose for this was
student learning, the sub-questions that we proposed to address were:
•
Is an inquiry approach at the PreK to Grade 3 level developmentally
appropriate?
•
Are children of this age capable of being self-directed, interdependent
co-learners?
•
How can a learning environment be structured/organized to support inquiry?
•
What might be some challenges for teachers and students?
Questions that emerged during professional learning inquiry conversations were:
•
What do we mean by a culture of inquiry?
•
How do we build it in our classrooms?
This project focused on how a culture of inquiry developed among PLC members,
but the inquiry circle discussions naturally led to probing of participants’
classroom practices and a re-visioning of learning experiences for their students.
RESEARCH REPORT Circles of Inquiry: Creating a Culture of Inquiry to Enhance Early Learning
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Objectives
Our research objective is to understand how a school-based professional learning
community could develop a culture of inquiry to support and enhance learning for
PreK to Grade 3 students. We posit that a culture of inquiry, in which inquisitiveness
and a sense of wonder are embedded in the ways of life of both teachers and
students, would powerfully shape teaching and learning in school contexts and
support achievement of curricular outcomes because interdependent, self-directed
co-learners (teachers and students) are more deeply engaged in teaching/learning
processes.
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RESEARCH REPORT Circles of Inquiry: Creating a Culture of Inquiry to Enhance Early Learning
Rationale and Statement of Need
We hypothesize that our project will make an important contribution to teaching
and learning because it explores how teachers with the desire to meet the needs
of young learners develop a culture of inquiry among themselves as they strive
to become more effective instructors and facilitators. In particular, we think that
the investigation of our approach to developing a culture of inquiry among this
group of teachers with the use of circles of inquiry, in which conversation is the
catalyst for transformation, is important and well justified.
Based on the premise that talk is the foundation for building conceptual
understanding (Daniels & Steineke, 2004) and that interaction with others
enhances the ability to construct and communicate meaning (Lave, 1988), we
argue that circles of inquiry provide the context in which teachers can be engaged
learners who reflect critically to build pedagogical knowledge (Ball & Cohen,
1999). Studies have demonstrated that among teachers, change in practice is
dependent on refining beliefs and values in an environment of trust (Driver, 1994;
Gunstone, 1994; Grimmett & Dockendorf, 1999) and that teachers need to engage
in self-study inquiry approaches, cultivating an inquiry stance for themselves
rather than relying on input from outside experts (Dana & Silva, 2009).
Further, our study is important because it expands on research that investigates
how particular physical and social contexts influence how and what individuals
learn: That is, it takes up the notion that what we know, how we know it and
how we express ideas are products of interactions within groups of people or
within discourse communities (Fish, 1980; Resnick, 1991; Putnam & Borko, 2000).
With the introduction and spread of the idea of the PLC as a mechanism for
teacher learning and professional development, it is important to explore how
and if discourse communities work for participants who engage in collaborative
meaning-making conversations about text and other artifacts (Putnam & Borko,
2000). In our project, a PLC designed as a circle of inquiry provides the context
in which teacher inquirers lead and engage in conversations about beliefs,
assumptions, text, artifacts and experience. We surmised that this approach
supports development of a culture of inquiry, leading to a change in practice.
We also believe that our study addresses a wide scope of teaching and learning
issues, including questions that arise in the practice of teachers who work across
grade levels and subject areas. In our experimentation with and investigation of
how to develop and implement inquiry as an innovative methodology and a way
of living/being in schools, we think that our contribution to knowledge about
teaching and learning has the potential to affect positive change for a broad
spectrum of learners in Saskatchewan and elsewhere.
In addition, our project has particular significance in Saskatchewan at present
because it has a direct link to supporting the Saskatchewan Ministry of
Education’s (2008) re-emphasis on inquiry learning and on early learning. As
teachers contemplate implementation of revised curriculum in this province and
new expectations around PreK and kindergarten learners, inquiry approaches
and infusion of First Nations and Métis content and worldviews, we think our
project provides opportunities for much needed dialogue among teachers about
these teaching and learning issues. By involving teachers in inquiry circles,
this project supports these professionals in experimentation with innovative
ideas and methodologies. Through their collaborative inquiry into inquiry, the
teachers’ abilities and enthusiasm as co-learners, inquirers/researchers will be
extended and honoured.
RESEARCH REPORT Circles of Inquiry: Creating a Culture of Inquiry to Enhance Early Learning
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Description of Study Population
The people involved in this study included five PreK to Grade 3 classroom teachers
who were collaborating in a pre-formed PLC within a small rural school. Two division
office personnel, who work in support of early learning classroom teachers, joined
the PLC discussions during the study. We (Marg and Lynn), as the research leaders,
also participated in the PLC discussions.
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RESEARCH REPORT Circles of Inquiry: Creating a Culture of Inquiry to Enhance Early Learning
Research Methodology:
Data Gathering and Analysis
By participating in inquiry circle (PLC) discussions, study participants explored
the processes of inquiry and the implications of this approach in PreK to Grade
3 classrooms. Inquiry circle conversations focused around responses to the
reading of Comprehension and Collaboration: Inquiry Circles in Action by Harvey
and Daniels (2009) as well as teacher initiated questions arising from the reading
and classroom experiences. Researchers and teacher inquirers met monthly from
September to May for three-hour inquiry sessions.
We gathered data from the inquiry circles using audio recordings of teacherresearcher conversations, which were then transcribed. Members of the inquiry
circle also engaged in a written conversation and voluntarily submitted some
of their reflective writing as a data source. The written submissions and
transcribed data were analyzed using a qualitative analysis approach to (a) track
development of the culture of inquiry among the members of the professional
learning community, (b) track perceptions about the efficacy of various aspects
of implementation of inquiry approaches (e.g., structuring/organizing the
environment; development of skills and processes), and (c) track perceptions
about the capacity of PreK to Grade 3 learners to engage in inquiry.
RESEARCH REPORT Circles of Inquiry: Creating a Culture of Inquiry to Enhance Early Learning
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Findings and Interpretations
The following three themes emerged from analysis of the transcribed inquiry
circle discussions: (1) barriers and challenges, (2) the role of the teacher, and
(3) teacher-inquirers’ understanding of inquiry.
Barriers
and
Challenges
The discussions revealed concerns that the teachers perceived as barriers
and challenges in implementing inquiry, both in the inquiry circles and in their
classrooms: (a) fear, (b) the need for trust, (c) the need for relationship building,
(d) the messiness of an inquiry approach, and (e) assumptions regarding the
inquiry process.
Fear
Fear was perceived as a factor in implementing an inquiry approach in the
classroom. Bonnie expressed fear in having students direct their own learning by
choosing a topic, rather than having a teacher-chosen topic. She spoke about a
project in which her students chose a topic and the direction they would take,
and her own apprehensive feelings about allowing this freedom.
What prevents us? I know for myself it is fear! How do we know where
they are going to go? Where is it going? I was terrified, but the kids
deserve it and can pull it off. It’s my fear. How will you show me what
you’ve learned? I wanted a show. I’m not a risk taker.
There was also concern expressed about rushing into this new approach, feeling
overwhelmed and not doing inquiry the right way. Laura expressed her fears
about implementation:
I agree, too, that this type of learning knowledge can’t be implemented
improperly, without belief or knowledge and being careful and
intentional, but that immediately establishes the fear of failure in some
teachers. Again, start small. Keep it simple.
The issue of accountability to parents and being confident in explaining why you
do what you are doing was another fear factor. Rebecca expressed this concern:
Parents understanding inquiry takes time. Often it is through seeing the
learning and the modeling you are doing that it starts to make sense. It
comes back to our beliefs. If we are strong in our beliefs when we are
questioned, it can tell parents why we are doing what we are doing. If
we can’t answer questions about why we are doing something we may
need to ask ourselves if it fits with our beliefs or if it’s something we’ve
always just done.
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RESEARCH REPORT Circles of Inquiry: Creating a Culture of Inquiry to Enhance Early Learning
Trust
A second challenge was trust. This was a factor in the inquiry circles as well as in
the classroom: trusting children and also oneself as a teacher. Bonnie expressed
her thoughts about trusting herself, “You can follow a book. We talk about
trusting the kids but we have to trust ourselves. I got into the profession. I’ve
been teaching for this many years and I know kids and I know stuff.”
Laura shared her feelings of not having complete trust in herself, “And you have
to take things off. I think I’m personally willing to do that. I just don’t think I’m
smart enough. I want to feel like I’m doing a good job.”
Teachers also talked about trusting students and believing in their capabilities as
responsible inquirers.
Relationship
building
One of the perceived challenges was the importance of taking the time and
effort in building relationships within a group so that everyone feels safe and
respected. There were several parallels made between the teacher inquiry group
and student groups. The significance of building relationships that create a sense
of safety in small groups was a common sentiment. Maxine commented:
All of us want to feel significant and that we matter and it’s no different
for kids. You don’t have to like the person but you can have a
meaningful conversation with him/her. There is a personal connection
and that is where the culture of inquiry grows.
Messiness
The apparent messiness of an inquiry approach was another perceived challenge.
This approach requires a different kind of preparation with an openness to
flexibility. Bonnie explained how she sometimes felt fatigued by the messiness
and that sometimes it would be so much easier to fall back on a prescribed
program.
One day things are going well and the next day it falls apart. Wouldn’t it
be easier to follow a program rather than investing so much of myself?
All of us are willing to dive in and make it successful. But what does
success look like? … We keep swirling around and asking what’s next?
We are creative but what we want to say in that fatigue is, “Give me a
book with a list of lessons and I’ll turn the page and that’s what we’ll do.”
This messiness was also the cause of some fear. Laura said, “Sometimes I feel like
I have the answers to these questions but fear of the response to my answer stops
me from doing anything new!”
Conversations in these inquiry circles did not follow a linear path, just as younger
students may not follow a linear path in their learning. Bonnie commented:
We sometimes had trouble digging deeply into an idea, and we would
jump around a lot. It’s not about coverage and covering curriculum
but how much freedom do we have with the kids? We (our group)
didn’t cover everything in the book, but we dug in deeply according to
our interests.
RESEARCH REPORT Circles of Inquiry: Creating a Culture of Inquiry to Enhance Early Learning
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Assumptions
Several assumptions about children and learning emerged during the
conversations. Digging deeper into these assumptions revealed that these could
become barriers if not recognized.
Assumption A:
Inquiry means noise and noise is negative. Teacher-inquirers expressed concern
that colleagues and classroom visitors might have misconceptions about noisy
learning activities. Would they understand what is going on? Maxine asked,
“Do the other teachers around us get bothered by the noise of purposeful
engagement?” Bonnie declared, “This is how we were taught. If they’re quiet,
they’re learning.”
Assumption B:
Inquiry is simply a research project. Laura noted, “Initially my definition of inquiry
was that it seemed to be a method to help students do individual projects.”
Assumption C:
Students need direction to inquire. Rebecca asserted, “At the age of our
students there is such a thing as shameless manipulation (possibly labelled
as a connection) to motivate students in a subject they didn’t know they were
interested in.”
The Role
Early
of the
Teacher
thinking about role of the teacher
One of the tensions that surfaced as the teacher-inquirers engaged in conversations
around development of a culture of inquiry arose out of anxieties about the role
of teachers when inquiry approaches are employed in classrooms. During initial
circle of inquiry conversations, three main ideas about the role of teachers
emerged: (a) teachers should not intervene, (b) modeling produces imitation, but
(c) teachers are still accountable.
During early conversations, group members expressed the belief that the role of
the teacher should be significantly reduced in a classroom that had developed
a culture of inquiry. In fact, teacher-inquirers proposed the notion that true
inquiries take place only when teachers keep out and that teacher intervention or
imposition of expertise is verboten. For example, Maxine remarked, “I don’t want
to be the expert. I don’t want to turn them into 21 artists like me.”
Conversations revealed concerns about the appropriateness of instructional
approaches like direct teaching, demonstration and even modeling. Laura asked,
“Inquiry, modeling and the teacher showing how she does it; showing them what
you value; if you show them, won’t they just mirror what you did?”
These ideas clearly caused anxiety as participants expressed concerns about
how they could be non-interventionist teachers and still fulfill accountability
requirements. Laura expressed their tensions, “Are we willing to use classroom
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RESEARCH REPORT Circles of Inquiry: Creating a Culture of Inquiry to Enhance Early Learning
students as guinea pigs to help students become inquirers? I think the answer is
yes. It will enrich them, but there is that feeling of responsibility.”
Rebecca added:
I, too, feel that explanation to parents about our teaching philosophy
is difficult. Parents want to know how their child is doing in the meat
and potatoes sense of school and are unable to see the learning that
occurs within inquiry.
Later
thinking about role of the teacher
While tensions around the role of teachers in inquiry classrooms did not
completely disappear, conversations later in the year demonstrated that teacherinquirers had experienced a shift in their ways of thinking about the role of
teachers when inquiry approaches are employed. Following more explorations of
the text we read, and some in-class experimentation, group members expressed
two main ideas: (a) teachers do have an active role alongside students in inquiry
classrooms, and (b) teachers are accountable but need to look at assessment
differently.
During conversations held later in the academic year, group members were at
ease with the notion that the role of the teacher is different rather than reduced.
For example, Rebecca stated, “There was a click this year. It’s a warm kind of
approach. I don’t beat myself up. It’s okay if I’m steering them. I feel awesome
this year.”
Other group members were convinced that teachers could still employ
instructional approaches like modeling, direct instruction and demonstration
while still engaging students in true inquiries. Laura commented, “I think after our
discussion last time, that is where I have to work: modeling, modeling, modeling.”
The teacher-inquirers did agree, though, that true inquiry does demand a change
in teaching practice. For example, Bonnie explained that doing inquiry requires
structure, but a shift in focus:
You are doing it by focusing in on student interest-related topics rather
than teacher-focused topics. This is a hard release of responsibility for
teachers, but through trial and error we can erect a structure that works
for us within our teaching.
Group members agreed:
•
Becoming a teacher based in the philosophy of inquiry demand[s] that our
planning has to shift, evolve and merge.
•
Hey yes! It has something to do with a firm skeleton for your planning and
much movement in between … firm curricular outlines/objectives and
different ways to get there.
•
Yes! You really need to know the curriculum to inquire successfully! End in
mind but only an evolving outline to get there.
RESEARCH REPORT Circles of Inquiry: Creating a Culture of Inquiry to Enhance Early Learning
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These conversations demonstrate that teacher-inquirers shifted from the belief
that inquiry approaches require a non-interventionist role to the belief that
teachers have an important role in providing structure and guidance in their
work alongside student-inquirers. This shift in thinking also affected how group
members perceived teacher accountability, agreeing that teachers need to
be held accountable but also need to think differently about assessment and
evaluation. The teacher-inquirers then posed interesting questions like:
•
If the process of learning is more important than the product, do we have to
have an end result to show our learning? How can we ensure that learning
is still happening without seeing an end product? Does this influence
assessment?
•
How do we value the questions and the process in the moment? Reply:
Be with the kids!
•
When you do put your entire being into something, can you assess it?
That would mean there is an end result and we are trying to create lifelong
learners.
Laura noted:
What often drives us in our pedagogy is how easy it is to assess…. We
need to be working on social skills more than we are and how come
we’re not evaluating them on this if it’s such a huge part? We should be
more intentional and maybe that should be the focus in Grade 1. That’s
what we do [social skills]. We want kids to think clearly and take action.
While group members continue to wrestle with ideas around appropriate
assessment and evaluation approaches, their shift in thinking about the role of
teachers in inquiry classrooms is apparent. The circle of inquiry conversations,
over time, seem to be a factor in this change.
Understanding
Early
of Inquiry
thinking about inquiry
During initial circle of inquiry conversations, three main ideas about inquiry
emerged: (a) inquiries can be scheduled for a specified time (and/or place),
(b) inquiry can be done only after/at a particular stage in a child’s development,
and (c) inquiry is unstructured.
Early in our conversations, group members expressed the belief that inquiry
should be conducted in a particular time slot or in particular place. For example,
Laura commented on the time slot, “I can do inquiry for the a.m.… Thank God
that I can teach them how to print and do math in the p.m.”
Maxine situated inquiry in a particular place. “They’re starting to ask questions.
They have it in the discovery centre, but how do you get it to flow into the
educational part?”
Several group members expressed the notion that inquiry can only be done by
children at particular stages of development. For example, Laura pondered, “But
do the kids get that? I don’t know if Grade 1s have it.”
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RESEARCH REPORT Circles of Inquiry: Creating a Culture of Inquiry to Enhance Early Learning
Tina added, “I always think of the groupings when I’m doing inquiry. This year I’m
finding it difficult to find a place for everyone.”
Similar to the tensions that arose in early conversations about the role of
teachers in inquiry, the early discussions around defining inquiry revealed the
concern that true inquiry is, necessarily, unstructured. For example, Maxine
reflected the group’s concern when she commented, “I worry about being too
broad, then being too narrow in inquiry. Too broad and they are lost. Too narrow
and it seems teacher directed.”
Such early conversations revealed concerns about whether or not the openended nature of inquiry allowed the use of any kind of structures or procedures.
Laura exemplifies this in her “what’s next” questions. “ We’ve got wondering
pages, student notes, kids’ writing and this is great. Now what? This is great. What
do we do next?”
Later
thinking about inquiry
There is some evidence to demonstrate that early perceptions about the capacity
children at particular ages/stages to be inquirers remained in place. For example,
the following question was posed and addressed: Are all children capable
of exploration and inquiry? “At varying levels, I think,” was the participant’s
response.
However, conversations later in the year demonstrated that teacher-inquirers
experienced a shift in their understanding of inquiry. Rather than seeing inquiry
as a particular instructional approach to be scheduled during specific times in
certain places, group members began to describe inquiry as “a way of being not
a project.”
Laura added:
Initially, it seemed to be a method to help students do individual
projects, quite possibly of their own choosing, but quite likely under
the umbrella of a united theme. It is still that, but it is more. It is
a philosophy.
Also, as with the shift in thinking about the role of the teacher, group members
revealed a change in understanding of the nature of inquiry, indicating now
that inquiry is a process with both structure and flexibility. For example, group
members commented:
•
The process they go through is more important than the topic. If we just
provide them a process for and opportunities to be independent thinkers,
they will become lifelong learners.
•
IL [inquiry learning] is opposite to the sit-down-be-quiet culture that I was
taught; IL is about process…. IL gives the students a chance to learn from
each other through conversations…. There has to be a well-established
culture for this to work … a deeply embedded structure of rules, routines and
expectations; a gradual release of responsibility; teacher modeling of thinking
strategies…. I can immerse the children in curriculum content without
betraying the philosophy of inquiry.
•
My definition of inquiry at this point is honouring student questions by treating
them seriously, thus showing them that their questions are important; then
RESEARCH REPORT Circles of Inquiry: Creating a Culture of Inquiry to Enhance Early Learning
13
giving them the skills to research their questions in order to answer them,
or to extend them to deeper questions. The result has been much greater
freedom felt by students to ask questions, to discuss possibilities with more
co-operation and respect of others’ opinions and less of a need to be the one
with the right answers.
•
If we can recognize students’ passions, strengths, individuality, we can focus
on allowing them to explore these more deeply. I believe enjoyment is the
key, particularly for struggling students … if we can get them interested in
something (anything!), then we can start to make connections for/with them.
•
Inquiry is common sense. It is natural, yet carefully guided, and strongly and
proficiently modelled.
Although group members continue to wrestle with the appropriate balance
between structure and flexibility (Bonnie notes, “It is a sad challenge to let go
of sage on the stage.”), the shift in understanding of inquiry learning is evident.
The circle of inquiry conversations over time clearly informed the evolution in
thinking about the nature of inquiry.
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RESEARCH REPORT Circles of Inquiry: Creating a Culture of Inquiry to Enhance Early Learning
Conclusions and Recommendations
Teachers developed a culture of inquiry among members of their professional
learning community. The process of inquiring into inquiry proved to be valuable
for this learning community. It provided the opportunity for teachers to focus on
a common goal. Bonnie stated:
I think we created a strong sense of accountability to the group and this
helped us to try and try again when our lessons didn’t work as we had
planned. It also kept us asking questions and seeking out answers in
our individual classrooms.
Teacher-inquirers recognized essential and attainable characteristics of a culture
of inquiry for themselves and their students:
A culture of inquiry happens when people have shared experience; social
lubrication (good food and a relaxed setting); tolerance and respect and
safety in the group; and responsibility and commitment to the group.
How has our project become an inquiry project? We have certainly
become more authentic as the year progressed. If something is not
making sense to us, we are far more willing to be honest about it. We
celebrate each other’s successes, so we are more collaborative, and we
often change roles in the group during our monthly meetings, depending
on how successful or frustrated we are with the topic on hand.
Teacher-inquirers recognized the challenges and sometimes messiness of
inquiry, but at the same time, saw the positive benefits and were willing to
continue exploring. Laura asked:
Do we know the outcome? I don’t. But I sure am having a lot of fun
with it, and I know my students are academically just as far ahead as
they would be otherwise, and they talk a lot more, and work a lot more,
together. We have gone beyond the surface and are working on going
deeper, together.
A high level of trust and openness to sharing developed throughout the year
and, to be quite honest, this did not develop from the inquiry circle discussions
alone, but was supported by ongoing conversations throughout the days, weeks
and months. The inquiry circles provided time and space to reflect together and
sparked further discussions. Rebecca remarked:
Have we succeeded in creating our own culture of inquiry within this
group? I believe we are aspiring to. We are all so different. We are
learning to work through/in spite of our differences towards a common
goal. I suppose a true model would have us now produce a product
together, but we are very much at the discussion stage.
Laura replied, “Maybe the product is our classroom.”
The questions continue to arise and the strength of this group is that they have
built a culture of inquiry that allows them to be honest with each other. For
example, Rebecca revealed:
RESEARCH REPORT Circles of Inquiry: Creating a Culture of Inquiry to Enhance Early Learning
15
I am simply very interested in honing my beliefs and practices
throughout this study. I do not wish to compromise my own standards,
and feel comfortable with this group in stating what I feel are limitations
and challenges in the inquiry process.
Teacher-inquirers recognize and value the time they had to explore ideas
together. They realize how this helped them define and re-define their beliefs:
•
I think that exploration of beliefs and assumptions is foundational. The issues,
of course, are that this can be challenging, tension inducing, and can be time
consuming to reach a place of peace in the process. Part of the question then
could be, “How/where do we find the place and space to do this work?”
•
I think step one is opening up that conversation, but then pushing it further.
Keep asking teachers to define and work through their practice and beliefs
and encourage honesty. People need to be able to work through their own
relationship to their teaching/their curriculum, etc. I’ve been thinking a lot
lately about beliefs. People and schools are all in so many different places.
How do we support people and schools to talk about what they believe about
kids and learning? Purposeful conversations about why we do what we do
with children.
•
I think that it is important to get teachers to define their beliefs, as often our
beliefs are resurrected from the teachings of others with a “we teach the way
we were taught” mentality. When teachers are given the opportunity to define
their own beliefs as a teacher, it opens their world.
•
How do we allow teachers to think about beliefs and not feel threatened if it
changes what they are doing or feel what they have done in the past is wrong?
It is okay to change your thinking as you get new information. Isn’t that what
inquiry is all about? I think teachers find it hard to express their beliefs for
fear of being looked down upon, not doing their job appropriately.… They do
this by talking to and supporting each other and building trust relationships.
To summarize, our data leads us to the following conclusions in response to the
research questions:
1. Tensions around the capacity of PreK to Grade 3 students to engage in
inquiry remain. Assumptions about whether children of this age are capable
of being self-directed, interdependent co-learners need further exploration.
2. A learning environment that supports a culture of inquiry is intentionally
structured so the participants have shared experiences in a relaxed setting,
where tolerance and respect build trust and mutual accountability.
3. Building a culture of inquiry and implementing inquiry approaches present
challenges that arise out of fear: fear of misunderstanding, fear of change,
fear of revealing self-doubt and fear of failing to help students learn. This
means that engagement with inquiry as a way of being requires courage and
commitment.
Overall, our project demonstrates that teachers who have the will and a common
goal can build a culture of inquiry when they are provided a place and time
to intensively and extensively explore ideas together. We recommend that
professional development practices take this into account.
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RESEARCH REPORT Circles of Inquiry: Creating a Culture of Inquiry to Enhance Early Learning
Questions for Further Research
While this project has explored the ways in which teachers might develop a
culture of inquiry within a professional learning community, important questions
remain unaddressed. For example: In what ways does a developing culture of
inquiry among a group of teachers affect classroom practice? Do changes in the
structure/organization of classroom environments support inquiry learning?
What is the impact of the developing culture of inquiry on achievement of learning
outcomes? In what ways can/should pre-service teachers engage in inquiry-based
learning in their education program? In what ways might pre-service teachers be
included in a practicing teachers’ circle of inquiry?
We have received additional support from the McDowell Foundation so over the
next year we will pursue, together with the same group of teacher-inquirers, an
investigation focused by the question: Does a culture of inquiry promote learning
for PreK to Grade 3 students?
RESEARCH REPORT Circles of Inquiry: Creating a Culture of Inquiry to Enhance Early Learning
17
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RESEARCH REPORT Circles of Inquiry: Creating a Culture of Inquiry to Enhance Early Learning
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