The frustrating thing about being a teacher (perfectionist as we all are), is even when something is pretty darn good, you have trouble seeing the possibilities and focus instead on the flaws, the ends left untied, and the questions still to be answered. This semester I have been challenged to change my thinking about what makes a good project. I have learned through this experience that it isn’t just about the answers found, but the questions created and the thinking along the way. I’ve learned that a really good inquiry leads to more inquiry, research, testing, creation, and innovation. To teach through PBL or IBL is to teach students to learn how to learn.

              I chose to share this draft of a unit project with the new librarian at my school. In teacher leader/coach Trevor MacKenzie’s book, Inquiry Mindset Nurturing the dreams, wonders, & curiosities of our youngest learners his chapter on teacher-librarians really caught my attention. We have a terrific new teacher-librarian starting this year, who has already mentioned her plans to reinvent the old space of the library. My hope is through collaboration, we can create a library space designed with PBL and IBL in mind. She has already mentioned a need for a place where students can come and share the ideas and research, they’ve found (“watering hole”) in a post-COVID time, and a “campfire” type space where she can have students gather around to learn from experts from the community and guest speakers. I can completely see her being an ally in getting my local community-based project off the ground!

              I am choosing to share my project here on my blog in the hopes that like-minded educators and learners might be able to adapt and change this to suit their needs, as well as on Twitter to gain some larger perspective and critical eyes. Already, I’ve received wonderful, critical feedback from my colleagues and professor from this course with revision ideas for questioning and unique presentation ideas using puppets! I am excited to hear from others from my PLN to get this project off the ground this spring.

              At one point in the semester, Lucie wondered when kids stop innately asking questions and when do they need to be taught how to question. I think the answer is not a simple one (and perhaps would make a terrific inquiry for educators in itself). But I do think part of the answer lies in the explicit teaching we provide at the youngest grades. The biggest take-away I took from this learning was the importance of modeling and providing rich opportunities for kids to wonder. Like any other skill, it takes exposure, practice, and coaching. Our youngest learners need to be exposed to this style of learning if they are to continue a life of learning and inquisition. I am excited to revise and refine this project to share with my students this spring! Thank you to my wonderfully innovative and flexibly minded colleagues, Adam and Grace! And thank you further to my inspirational professor, Lucie deLaBruere who continues to lead the charge for excellence in teaching and learning.

IBL Draft Grade 2