Inquiry-Based Learning
Leveraging wonder and curiosity toward meaningful and authentic student learning.
There is much to be learned from children's early years: the power of the Reggio Emilia approach.
‘What children learn does not follow as an automatic result from what is taught. Rather, it is in large part due to the children’s own doing as a consequence of their activities and our resources.’ – Loris Malaguzzi
Reggio Emilia Foundations
The child is a protagonist, collaborator & communicator.
The 'hundred languages of children': children are able to communicate their thinking through multiple modes of representation.
The teacher is a partner, nurturer, guide and researcher.
The environment is the 'third teacher'.
Documentation of learning makes learning visible and is used as communication: documentation doesn't only look back, but looks forward, too.
By going back to the foundations of education -
the early years & associated pedagogical approaches -
we can inform ourselves how to best enhance learning for our middle & senior school students.
Documentation & Reggio's The Hundred Languages of Children: Making Thinking Visible in Middle & Senior School Classrooms
Documentation: students' questions & ideas about the first sentence of Hernando Tellez's 'Ashes for the Wind'.
Documentation: Literal and figurative student drawings from Wilfred Owen's 'Dulce et Decorum Est'.
Documentation: students' questions & ideas about the first sentence of Hernando Tellez's 'Ashes for the Wind'.
"... understanding is not a precursor to application, analysis, evaluating and creating, but a result of it." ~ Wiske (1997)
