{"id":1212,"date":"2019-06-12T21:06:53","date_gmt":"2019-06-13T05:06:53","guid":{"rendered":"http:\/\/blogs.sd41.bc.ca\/seaforth-library\/?p=1212"},"modified":"2019-06-21T08:32:10","modified_gmt":"2019-06-21T16:32:10","slug":"inquiry-based-self-directed-learning","status":"publish","type":"post","link":"http:\/\/blogs.sd41.bc.ca\/seaforth-library\/2019\/06\/12\/inquiry-based-self-directed-learning\/","title":{"rendered":"Inquiry-Based\/Self-Directed Learning"},"content":{"rendered":"

\"\"<\/a>This is a science unit I collaborated on in various versions with three different classes ranging from Grades 1 to 3. The idea was to get the students, working independently or in small groups, to start making connections between information they learn from books and what they experience in the real world, with the aim of helping them to understand research as a recurring cycle of activities–talking and asking questions, reading and doing research, looking at the actual world, and communicating what they’ve learned.<\/p>\n

The project was about \"\"<\/a>investigating five types of bugs\u2014spiders, ants, beetles, wood bugs and centipedes\u2014and learning about their roles in local ecosystems.
\n Below are several slides describing the research process as we used it: Talking, Reading, Looking, and Writing. There is also information about the different levels of support provided in inquiry based projects, and about the roles of the classroom teacher and the teacher-librarian.<\/p>\n

The embedded hotspots on each image provide more information on relevant points. Just hover and click to read more. If you click on the ‘Full Screen’ icon in the right corner of each image, use the ‘Escape’ button to exit full screen mode and return to the post. And when you’re done reading the post, click the ‘Back’ button on your browser to return to the blog Mainpage.<\/p>\n