By Joseph Amabile
Editor’s note: Before beginning to solve your mystery, reflect on your current beliefs about inquiry and student learning. Begin your inquiry journey with this 10-minute guided reflection by Joe Amabile.
A teacher’s beliefs in their ability to facilitate an inquiry influences how they approach inquiry in their classroom. What we believe about our ability to be successful may be affected by
- our need for control and
- what we think our students can do
John Hattie lists a teacher’s estimate of student achievement in the top three of 252 influences that impact student achievement. The following steps will help you reflect on your current beliefs about inquiry and identify next steps you can implement right away!
Step 1: Indicate your current state
The table below is a guide to clarifying what inquiry might feel like in the classroom. I have intentionally added indicators of what teachers might ask and believe about self and students. I do not intend these indicators to be used as an evaluative rubric, but more a reflective tool indicating possible next steps when attempting inquiry in the classroom.
Save these reflection prompts to use at your own time. Download now!
Step 2: What do these indicators tell you about your comfort level with inquiry?
What we believe about student capability, teaching, and learning has a profound impact on our practice. I encourage you to reflect on the question: what might be some underlying assumptions of beliefs you have as an educator?
- Look back at the indicators you selected above
- What patterns or trends do you notice
- What beliefs might you have about learning or teaching
For example, I believe that teachers should have all the answers and plans before a unit begin. Once I recognize my own beliefs and patterns, I will then use these as a first step in giving myself permission to take risks and challenge potential misconceptions.
Step 3: Reflection
I now invite you to find space to challenge your deeply held beliefs. While some of the beliefs you identified might benefit your practice, others may be limiting. When answering the following questions, the tendency will be to put the onus on the students (i.e., I can’t do this as a teacher, because they…). Challenge yourself to think about the underlying beliefs that are forming these ideas and if they best serve you and your students in the classroom culture you are trying to develop.
Some questions to consider based on the indicators above :
- What evidence supports your beliefs? Is that evidence valid?
- Do your colleagues share the same beliefs? What might influence their beliefs?
- What might be some beliefs you hold about your teaching that keep you from facilitating an open-ended inquiry?
- Who do you need to be as a teacher when giving up control in the classroom?
- Do your beliefs support the positive intention you have as a teacher?
- How might you reframe beliefs that might not be productive?
You are now ready to get started! If you’d like to go back to the reflection tool or prefer to print and take notes, download your copy here.