TEACH414 - Assignment 2 Report and Graphic on Teaching as Inquiry Assessment Answer

Part A – Report

Introduction

The conduction of teaching must be done in a way that benefits the learning abilities of students. In order to do that, a group of early childhood learners has been picked from the English medium school. For this report, the focus will be on social studies learning in this group of students and how teaching as inquiry can be applied to that. The school has courses in social studies for the year 1-8 which includes levels 1-4 as per the New Zealand curriculum (nzcurriculum, 2007). Its student demographics of 122 Maori, 17 Pacific, 54 Asian, 327 European/Pakeha, and others 26 can define the diverse culture of this co-education school (Educationcounts, 2023). Here, the others include students of ethnicities of Middle East, Latin American, and African. It is a public school as it runs under the authority of the school. Not much information could be found on the diversity of the classes. It has a decile of 07, which is quite good for an all-primary school. The main learning aims and values of KK school are developing awareness of the world they live in and embracing and valuing collaboration and competition in teaching social sciences to the students.

Explanation of the Context

The chosen context for learning is community-based learning. A student can learn social sciences in a more convenient way when it is taught in the setting in which it is applied the most. Through community-based learning, a child can learn social sciences from levels 1-4 through perception. The level 1 social science curriculum requires an understanding of belonging to groups, different roles and responsibilities, why past and places in New Zealand are significant, and how cultures are expressed in daily practices (Kyrönlampi et al., 2021). All of this can be taught to children of year 1-3 through community-based learning very effectively.

The academic objective (AO) from my perspective is the development of a sense of social responsibility little by little, which is quite essential for teaching social studies to kids. In order to achieve that, the required concept that needs to be understood by the group of students is the understanding of different roles and responsibilities in society. The significance of grasping this concept is understandable from the fact that the social dilemma of picking careers in the future is one of the major factors in the dropping out rates of students (Germain, 2023). The AO and the concept align with the community context because, in the community, children can identify people with different responsibilities and what roles they have to play in order to fulfil those responsibilities, which in return will reduce the rate of dropout students.

The human resources required for AO to be achievable are the cooperation from the people in the community working in different sectors. They must be ready to take questions from the kids in order to fulfil the doubts they are having. The concept of understanding the social roles and responsibilities will be fulfilled with the help of these resources. There is not much need for physical and financial resources to achieve this AO at this level.

Literature Review

Process of Teaching as Inquiry

Among the finest effective ways for teachers to acquire knowledge is through educating as inquiry, which is also a key tactic for enhancing the educational experience for students. It entails an ongoing process of examining the progress of students, determining and emphasizing a few key areas for improvement (González-Pérez & Ramírez-Montoya, 2022). It critically considers the relationship between teacher steps and learner, developing an intuition or philosophy regarding how teacher actions might be the most effective that discovering improved student performance, acquiring more via studies and co-workers, exploring an innovative method or modifying an existing one, evaluating the results, and structuring a new approach. Although it takes years for consistent inquiry and practice, teaching as inquiry is often transforming and extremely fulfilling for instructors (Egeberg et al., 2021). It involves thorough examination and probing of the connections connecting the teaching practices and pupil retention, honesty in reflection on oneself, willingness to fresh thoughts and criticism from peers, and readiness to gain knowledge from both successes and errors. In order to apply teaching as inquiry, one must scan, focus, develop an intuition, learn, take action, and check the previous actions. The correct application of this method requires these six steps for a good execution of it.

Benefits of Teaching as Inquiry

There are many benefits to learning through inquiry, including educational, social, emotional, mental in nature, and cultural benefits. These benefits are,

The first advantage of this teaching pedagogy is that it serves as a major contributor to equality in students. Learning is more equitable when it is based on inquiry. It supports all kinds of students, even those having particular requirements, regardless of age or diversity. Opportunities of equal value are provided for all students to take part while adding to their educational experience (Kim, 2020). This is one of the major social qualities when it comes to understanding the roles and responsibilities. Treating everyone equally is a quality that is very important for the kids to have in the community or any other context. This reduces the cases of being jealous of others, which leads to different types of incidents in early childhood. There are laws based upon equality in different countries that influence social roles and responsibilities positively. Understanding those laws becomes much easier for students of different ages when the inquiry-based approach is applied (Al Mamun & Lawrie, 2023). Due to this practice, they can ask about them freely while practicing them in the classroom without knowing them.

Another benefit of inquiry-based learning is the collaboration. Collaborating with others teaches the kids to know about the social roles and responsibilities like the benefits of having people with them (Diamond et al., 2019). The ways with which the work can be distributed among each other. Children get the chance to work together on initiatives, exchange knowledge and abilities, and benefit from one another when using a method based on inquiry. It fosters student friendships and a collective learning atmosphere. The social skill of collaborating with others allows them to communicate better with the others in the community which allows them to get their work done at a faster rate. For example, in a community, if a child asks to know and discuss different cultures. A person from the community can help them to enhance their understanding of different cultures in New Zealand.

The inquiry-based learning promotes the idea of self-discovery which is quite essential for the children to understand the roles and responsibilities people inside the community have. If a pupil attends church, he or she will be able to identify the many roles that churchgoers play and what those duties include. Learners can find and renew themselves via investigations in order to fully comprehend their abilities and readiness for upcoming career options (Adel & Dayan, 2021). In a number of the topics they are subjected to throughout the course of an inquiry, kids can indicate interest. The idea of discovering by themselves allows them to have a clear sight of goals and develop new objectives through that.

Challenges of Teaching as Inquiry

Learning through inquiry has many advantages, however, it additionally possesses several disadvantages that parties need to resolve so as to effectively integrate it. Teachers, pupils, and schools all face these difficulties. Despite what appears to be an increase of interest across regulatory bodies for the application of teaching as inquiry, the method continues to be constrained by an array of variables such as duration, impoverished knowledge of technology, space, inadequate connectivity to the internet, the technological gap, outdated policies regarding education, opposition toward change, and persistent labour disputes that frequently cause disruptions to learning timetables. These difficulties are particularly obvious in underdeveloped nations when there is a severe shortage of fundamental educational facilities and technology (Zarei & Mohammadi, 2022). Despite the fact that a method based on inquiry actually lacks an upper age restriction, seniority can nonetheless restrict the advantages of the method and the depth of the question being asked. Teachers must deal with the challenge of converting to an innovative method of instruction that is very dissimilar to the conventional one to which many of their students are accustomed. Further organizing, preparing, and reactivity are needed from the teacher for inquiry-based learning; yet, the teacher's role is distinct (Seneviratne et al., 2019).

Most traditional-oriented educators view the method of inquiry-based education as a danger to their authority and requiring their capacities, timetables, and time commitments because it frequently arrives with an element of uncertainty. Teachers have a different role in a method of inquiry-based education than they do in a typical teaching strategy (Onyema et al., 2019). Teachers enhance information instead of being their sole disseminators by assisting learners with the growth of their capacity for critical thought processes, the acquisition of priceless hands-on expertise, and the direction of the steps throughout the course of the lesson. Because certain parties, particularly caregivers, could be unfamiliar with the work that is poured in by educators to promote the successful application of the approach, some duties that instructors have in an inquiry-based curriculum might occasionally be misunderstood and underestimated (Murphy, 2022).

Research Methodology

The plan for the implementation of teaching as inquiry requires a lot of work before its true implementation. For its implementation, a teacher is required to do research on the same for around 1-3 years in order to successfully integrate it into the educational system. The teachers can implement this only when they ask the question “What their students will gain from implementing it”. The majority of New Zealand's teachers are aware of the principles behind teaching as inquiry, but they are not aware of how it should be carried out effectively (Denston et al., 2022). The answer to the question can only be answered after doing different kinds of research. There is a need for research on the identification of the needs of the students to learn social roles and responsibilities. Another research, that needs to be conducted by the teachers, should be on the context in which students can learn in the best way. There are more such researches to be conducted to properly enact the teaching as inquiry approach.

For my group of students, I have identified that community context would be the best one to effectively teach them about social roles and responsibilities as is one of the most important concepts of the social sciences. With the help of roles and responsibilities, the students can become accustomed to different types of jobs that need to be completed by the people in society because they are obligated to complete them. The importance of setting an AO for the enactment of this approach is quite essential because it provides the basis of the research that must be conducted by the teacher (Williams et al., 2023).

The data required for this research is the identification of the thinking pattern of the group of 4-5 children. I will have to identify whether they are ready to be collaborative, inclusive, and want to self-discover or not. If not then, I will have to teach them, how to develop those qualities by conducting community visits with them. More data will be gathered from the community like demographics, types of jobs people are doing in the community, what are their responsibilities along roles, and how they achieve them. Through this data, it will be easier for the teacher to evaluate the community perspectives on social roles and responsibilities, which in turn will make it easier for the teacher to arrange visits for the students to specific places. The data can also be gathered from the internet if it is updated recently.

In collecting the data, several ethical considerations will be made. The first one is that no identities will be revealed due to the complexity of the jobs done by the people in the community. Only they can reveal that to the students or give the permission to the teacher to use it for teaching students only. In order to do that, they will have to give consent, as the research will be made on what jobs they are doing in the community. Finally, the conduction of the research will be conducted in the given time, making it more effective and considerable.

Summary of the Graphic

There has been a major shift in the akonga to choose particular part of social sciences. The AO chosen in the graphic, which is roles and responsibilities, persists in each of those parts whether it is history, geography, or economics. According to Phillipa and Bruce (2009), students from year 11 to 13 are choosing history as a subject of their choice due to different reasons. These reasons does not depend upon roles and responsibilities. However, the historical evidences suggested that many cultures are derived from the roles and responsibilities. This is why the chosen group of students for the learning inquiry are most suitable to teach the importance of roles and responsibilities and seek their career with help of that. However, picking up the subject of their choice is up to them irrespective of the year they are in, but providing knowledge of different social sciences pedagogies is very important in this scenario. The interest from the students regarding the roles and responsibilities in a community assures their determination to make an analysed choice in the future because of their understanding.

In order to implement this teaching inquiry several ethical consideration were made because the approach is mostly research based and the conduction of researches requires consent from the parents if the participants are of age below 18. One needs to ask the students whether they are ready to share their stories or not in order to make the educative guess of what they know about the academic objective, which is to be taught to them in depth (Schuck & Lambert, 2020). Finally, after hearing their stories, it is evident that their understanding of the AO has enhanced, however, there is more to be done in order to make them strong the field of social sciences. The effect of subjects can be different on different children due to the understanding and their basics, which allows them to make a more logical choice.

References

Adel, A., & Dayan, J. (2021). Towards an intelligent blended system of learning activities model for New Zealand institutions: an investigative approach. Humanities and Social Sciences Communications, 8(1), 1-14. https://www.nature.com/articles/s41599-020-00696-4

Al Mamun, M. A., & Lawrie, G. (2023). Student-content interactions: Exploring behavioural engagement with self-regulated inquiry-based online learning modules. Smart Learning Environments, 10(1), 1. https://link.springer.com/article/10.1186/s40561-022-00221-x

Denston, A., Martin, R., Fickel, L., & O'Toole, V. (2022). Teachers’ perspectives of social-emotional learning: Informing the development of a linguistically and culturally responsive framework for social-emotional wellbeing in Aotearoa New Zealand. Teaching and Teacher Education, 117, 103813. https://www.sciencedirect.com/science/article/pii/S0742051X22001871

Diamond, A., Lee, C., Senften, P., Lam, A., & Abbott, D. (2019). Randomized control trial of Tools of the Mind: Marked benefits to kindergarten children and their teachers. PloS one, 14(9), e0222447. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0222447

Educationcounts. (2023). Ministry of Education - Education Counts. Kenakena School: Student Population - Year Level. https://www.educationcounts.govt.nz/find-school/school/population/year?district=®ion=&school=2878

Egeberg, H., McConney, A., & Price, A. (2021). Teachers’ views on effective classroom management: A mixed-methods investigation in Western Australian high schools. Educational Research for Policy and Practice, 20, 107-124. https://link.springer.com/article/10.1007/s10671-020-09270-w

Germain, J. (2023). Enchanting pedagogy: Creating labor games in the extractive university. Work and Occupations, 07308884231178324. https://journals.sagepub.com/doi/full/10.1177/07308884231178324

González-Pérez, L. I., & Ramírez-Montoya, M. S. (2022). Components of Education 4.0 in 21st century skills frameworks: systematic review. Sustainability, 14(3), 1493. https://www.mdpi.com/2071-1050/14/3/1493

Hunter, P., & Farthing, B. (2009). History students voice their thinking: An opening for professional conversations. New Zealand Council For Educational Research. https://www.nzcer.org.nz/node/43664

Kim, J. (2020). Learning and teaching online during Covid-19: Experiences of student teachers in an early childhood education practicum. International Journal of Early Childhood, 52(2), 145-158. https://link.springer.com/article/10.1007/s13158-020-00272-6?fbclid=IwAR3x-u9vdpJctNnoVQ

Kyrönlampi, T., Uitto, M., & Puroila, A. M. (2021). Place, peers, and play: Children’s belonging in a preprimary school setting. International Journal of Early Childhood, 53, 65-82. https://link.springer.com/article/10.1007/s13158-021-00285-9

Murphy, C. (2022). Vygotsky and science education. Springer. https://link.springer.com/book/10.1007/978-3-031-05244-6

nzcurriculum. (2007). The New Zealand curriculum / Kia Ora - NZ curriculum online. nzcurriculum.tki.org.nz. https://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum

Onyema, E. M., Ogechukwu, U., Anthonia, E. C. D., & Deborah, E. (2019). Potentials of mobile technologies in enhancing the effectiveness of inquiry-based learning approach. International Journal of Education (IJE), 2(01), 1-22. https://www.researchgate.net/profile/Edeh-Deborah/publication/337051363_Potentials_of_Mobile_Technologies_in_Enhancing_the_Effectiveness_of_Inquiry-based_Learning_Approach/links/5dc466ad4585151435f2f135/Potentials-of-Mobile-Technologies-in-Enhancing-the-Effectiveness-of-Inquiry-based-Learning-Approach.pdf

Schuck, R. K., & Lambert, R. (2020). “Am I doing enough?” Special educators’ experiences with emergency remote teaching in Spring 2020. Education Sciences, 10(11), 320. https://www.mdpi.com/2227-7102/10/11/320

Seneviratne, K., Hamid, J. A., Khatibi, A., Azam, F., & Sudasinghe, S. (2019). Multi-faceted professional development designs for science teachers’ self-efficacy for inquiry-based teaching: a critical review. Universal Journal of Educational Research, 7(7), 1595-1611. https://d1wqtxts1xzle7.cloudfront.net/64243927/UJER14-19513241-libre.pdf?1598087507=&response-content-disposition=inline%3B+filename%3DMulti_faceted_Professional_Development_D.pdf&Expires=1696048621&Signature=EqOV7Ja3NWuyJ0-XwNg8olsllUQKomCiYj-jUki0vRoDL5hj5P1t-JI9y~iL9-Mv6kRzDam92v9zE9GY2dQ0CUMNFczZ9jI4LifCxrC2rjwwUXFE6eO~GUf0NugKZJ03lBTaWBGVQnVl4lTj6jSMLdroHMJfW-nG9uXFSTydTCVQfJrc-oYFyZND2rDv4yfzmkmi30ksvnijxbS24ucMisb1PNfD0P2c1jPfVxWL1zvnvGv1mPVBHyj8cdSQZ-E-s70uw8AAaSh9SqjvI7VyrWY4guWBbfTxIB8zWtToW25LrEHaIvnoiOWPvdlaKd-Cw-1jQxlwSiUpqM4jV84fOA__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA

Williams, N., Fletcher, J., & Ma, T. (2023). Advice from Māori Experts for Bicultural Early Childhood Education in Aotearoa New Zealand. New Zealand Journal of Educational Studies, 1-20. https://link.springer.com/article/10.1007/s40841-023-00294-3

Zarei, S., & Mohammadi, S. (2022). Challenges of higher education related to e-learning in developing countries during COVID-19 spread: a review of the perspectives of students, instructors, policymakers, and ICT experts. Environmental science and pollution research, 29(57), 85562-85568. https://link.springer.com/article/10.1007/s11356-021-14647-2

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