Blog Post #2

How has your understanding of social studies inquiry grown during this model?

When first introduced to IDM, it made sense with older children who could read to learn and use higher information processing skills enabling them to conduct research and collaborate together, but I really couldn't picture how to effectively use IDM with younger children. Inquiry learning seems makes sense with how naturally curious young children are. They already ask questions about everything around them but the task of effectively directing towards teacher-identified learning goals seemed daunting. The PBL on "Creating Our Classroom Community" was helpful for seeing ways that inquiry learning can be broken down and simplified for young learners. The classroom videos from The Teaching Channel were also helpful in seeing how to help make connections between the students and their social studies learning.

What is the importance of both compelling and supporting questions in an IDM? 

Compelling questions are like boats that the children are invited to get onto, and the supporting questions are the sails, rudders, and helm. They help power and steer the boat that is the compelling question. Compelling questions are bigger questions that can be almost philosophical and have many avenues to explore that stem from the one question. The are important for framing the direction of inquiry and giving the students a "heading" -- so to speak. Supporting questions are just as important because since they are narrower in focus they can guide deeper thinking in relation to the compelling question. Compelling and supporting questions really need each other to effectively use IDM.

My question and possible answer:

Are blueprints used the same way with younger children versus older students? I imagine that maybe teachers can adapt them to younger children or make early childhood friendly versions (maybe less words, more visuals?) of blueprints that children can understand under the guidance of their teacher. 




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