神马文学网Conducting a Community of Inquiry
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Conducting a Community of Inquiry.
View Jenny Morgan conducting a ‘Community of Inquiry’
Have students seated in a way that maximises opportunity for communication and democratic behaviour. This is usually a circle. Establish appropriateguidelines. Teach protocols -
I agree with. ………because
I disagree with …….because. Decide on your ‘trigger material’ such as texts, current events, concepts, students’ brainstorm. Ask children what they found interesting or puzzling. Gather children’s questions on the board, writing the name of the child who asked each one after the question. Group questions that are the same or similar. Discuss the questions in an order decided by a variety of methods such as voting for the most interesting or discussing those that have easy answers first. Facilitate the use of ‘wait time’ during the discussion. Encourage participants to talk to the whole circle or directly to the person they are answering, rather than always through the teacher. Have students raise hands or use ‘talking cards’ to facilitate’ taking turns.’ Participate in the discussion, but as the teacher also ‘hold back’ sometimes so as not to influence too much. Facilitate questioning that signals cognitive moves that might encourage metacognition. Encourage recognition in the community that many questions are complex and may never be answered. Have children take responsibility for their comments and be prepared to defend, modify or change them as appropriate.
View Jenny Morgan conducting a ‘Community of Inquiry’Have students seated in a way that maximises opportunity for communication and democratic behaviour. This is usually a circle. Establish appropriateguidelines. Teach protocols -
I agree with. ………because
I disagree with …….because. Decide on your ‘trigger material’ such as texts, current events, concepts, students’ brainstorm. Ask children what they found interesting or puzzling. Gather children’s questions on the board, writing the name of the child who asked each one after the question. Group questions that are the same or similar. Discuss the questions in an order decided by a variety of methods such as voting for the most interesting or discussing those that have easy answers first. Facilitate the use of ‘wait time’ during the discussion. Encourage participants to talk to the whole circle or directly to the person they are answering, rather than always through the teacher. Have students raise hands or use ‘talking cards’ to facilitate’ taking turns.’ Participate in the discussion, but as the teacher also ‘hold back’ sometimes so as not to influence too much. Facilitate questioning that signals cognitive moves that might encourage metacognition. Encourage recognition in the community that many questions are complex and may never be answered. Have children take responsibility for their comments and be prepared to defend, modify or change them as appropriate.
Conducting a Community of Inquiry
Online Community of Inquiry - Online Community of Practice
Community of inquiry model(From EduTech Wiki)
Conducting a knowledge audit - KM toolkit: inventory of tools and techniques - Knowledge Management - NeLH Specialist Library
research into Online Communities of Inquiry
Inquiry
Feelings of alienation and community among higher education students in a virtual classroom
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