• Do my assessment practices align with the teaching and learning in my classroom or school?
• Am I teaching for deep learning... or for assessment?
• How do my students know what they are learning?
• Who is asking the questions?
• How am I facilitating deep learning in my class?
• Are ICT tools leading or supporting the learning process?
• How do students learn best?

It must be remembered that the purpose of education
is not to fill the minds of students with facts...
it is to teach them to think, if that is possible,
and always to think for themselves.
-Robert Hutchins

Vision is not enough, it must be combined with venture. It is not enough to stare up the steps, we must step up the stairs. Vaclav Havel

Even if you are on the right track, you will get run over if you just sit there.     Will Rogers

Many schools have begun their exploration of the New Curriculum; each placed at various positions along the implementation continuum.

It is a document that provides a framework for schools to create a curriculum that is holistic, inclusive and innovative. 

So what does it mean for your students to be confident, connected, actively involved lifelong learners? And how do you know this?

Accessing and listening to student voice around their learning is a vital part of the consultation process, and keeps our focus exactly where it should be... on the students and their learning.

With our students at the fore of our thinking, it is a time to draw-together the best of what we have been doing and explore areas for further development.  Integrating and exploiting initiatives such as the Literacy Project, Assess To Learn, ICT PD, Te Kotahitanga, etc is vital to supporting  "best practices" that enhance the learning process. 

This curriculum also intimates the possibility of creating your own school learning theory. It draws from various past theories and also acknowledges the learning needs and styles of the 21st century learner.

The Inquiry learning approach is an avenue for the integration of learning theories that has the ablility to take us forward into this new curriculum. With the infusion of ICT, learning styles, thinking tools, values, literacies, etc  within a student-focussed approach, it allows for personalised, flexible, connected learning. Your Inquiry model also needs to be personalised for your children, school, and wider community... one size does not fit all.

 There is much to consider, and also much to be gained within this process, however:
"The preparation of today will determine the achievement of tomorrow". 

If you are interested in in-school facilitation around the areas of Inquiry Learning that infuses key competencies, school initiatives, ICT and learning theories, please contact me to discuss your school's professional learning needs.

Let's start this discussion with some definitions...

Research: 

re-search - To search again; to re-examine
en.wiktionary.org/wiki/re-search

Inquiry:

The act of inquiring; a seeking of information by asking questions; interrogation; a question or questioning; Search for truth, information, or knowledge; examination of facts or principles; research; investigation; as, physical inquiries
en.wiktionary.org/wiki/inquiry

Even from these definitions, it is easy to see there are differences between research and inquiry. In my experience research is a far narrower and different view than an Inquiry approach. Research can occur from teacher-driven questions; whereas an Inquiry approach is dependant on student-driven questions. Research is not necessarily conceptually driven; whereas a good Inquiry is. It allows scope for exploration into a variety of contexts; which in turn encourages transferrable concepts, knowledge, values, competencies and skills. 

To me, Inquiry is a way of being; not just a process.  To be an Inquirer denotes an understanding and integral, consistent use of a plethora of competencies that become an integral part of a person's being and outlook.

 So, in my view, the words "Research" and "Inquiry" are not interchangeable. Inquiry is a far greater, deeper and inclusive approach, that contributes to developing students who are"Confident, connected, actively involved, lifelong learners"... not just unquestioning receptacles of knowledge, who regurgitate the status quo.

To comment on this topic, connect to this blog.