Motivating Students Through Inquiry-Based Learning

We have discussed in class how the constructivist approach where students are active learners can offer a more enriching learning experience than the traditional approach. One way students can actively acquire knowledge is through inquiry-based learning where students investigate their own questions or problems with teachers serving only as facilitators. Learning based on natural curiosity can engage students. Although I find inquiry-based learning effective, I am not sure that students will be able immerse themselves in it to any great length given the curriculum expectations that need to be addressed. In this regard, I have found the following MOE document, which lists some guiding principles for creating a responsive learning community, to be a valuable resource.

Link: https://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_InquiryBased.pdf

The Importance of Students' Ownership of Their Learning Environment

In our class readings about being a culturally inclusive educator, we examined the idea of Transformative Learning, and how its student-centered approach gave students ownership of their learning. The MOE, through its Capacity Building Series publication, details how it is supporting student voice and suggests that teachers can do the same by fostering reciprocal relationships. This requires a growth mindset and can be accomplished by involving students in shaping their learning environments, learning opportunities, and assessments. As students gain greater voice, teachers are discovering that they can be trusted to work and learn with their peers.

Link: https://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_StudentVoice.pdf

The following photo is an example of how my associate teacher displays her students' work to remind them of their creative ownership of their learning environment.

Assessment as Learning Demonstrated by a Class Drama

From the Ministry of Ontario resources, I found a video clip of a drama presentation by a group of high school students who decided to explore what makes them engaged or disengaged in their learning.  Initially, their teacher asked them to write down their thoughts in response to 4 simple prompts:

I need...

I don’t need…

The best…

The worst…

From only their responses the students created a performance that reflected their feelings about school. Throughout the process, assessment as learning occurred as they discovered which factors support and hinder their academic performance, and they gained a better understanding of the teacher's perspective.

Watching this video can also help educators appreciate some of the needs of their students and the challenges that they face. It also shows how drama can be used as a self- and peer-assessment tool.

Link: http://www.curriculum.org/k-12/en/projects/student-engagement

For more about effective assessment practices that can be used to teach arts, see this blog created by a certified teacher.