Rethinking Teaching & Learning with Guided Inquiry

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Welcome to Instruction Discussion, our weekly look at the latest
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topics and trends in education affecting schools here on Long
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Island and schools around the world. Whether you're a teacher, parent,
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or a student, listen for tips and strategies to help
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you navigate the educational landscape. There's a bell, it's time
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to start today's Instruction Discussion on the Voice of Nassau
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Community College ninety point three WHPC.
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Hello, I'm Kevin Boston Hill and welcome to Instruction Discussion,
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where each week we will examine a recent trend or
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development in education and its impact on Long Island K twelve.
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Educators are constantly looking for ways to increase student engagement
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while keeping the academic rigor high. To that end, initiative
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is like gamification. Introducing game design elements in non gaming
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areas like education have become popular. However, a shortfall is
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the question as to whether student's knowledge is increasing along
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with their engagement. Sure, the students are having fun, but
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are they learning and retaining information at an increase rate?
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As well? Enter Guided inquiry design the research based framework
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helps educators design and facilitate student centered inquiry for deeper learning.
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The thought being that if students are guided to design
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their own problems to solve, they will not only take
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more ownership of their learning, but they will retain more
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of the information and deepen their levels of understanding. Now,
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of course, educators also need training themselves if they are
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to be effective guides for their students, and this is
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where the Inquiry Studio fits in as a learning space
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for educators to be guided through their own obstacles with
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inquiry Learning to help us learn more about guided inquiry
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design the Inquiry Studio as well as they hear some
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of her thoughts on the direction of education. Welcome, internationally
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recognized educator, author and co creator of guided inquiry Design,
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Doctor Leslie many Ots, Doctor Maniotes. Welcome to an instruction
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discussion on ninety point three WHPC.
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Thank you so much for having me. I'm so glad
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to be here.
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As are we as am I to have you here.
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I've been waiting a while to have this conversation because
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I'm a fan of inquiry processes. So whether it's from
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a classroom perspective or even from a personal teacher perspective,
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in kind of learning how to increase your pedagogy and
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so forth, and so have. When I got the opportunity
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to contact you, I was excited. I was getting goosebumps
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and every so I hope, she responds, I hope, she responds.
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So I'm glad that you were able to respond then
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and agree to come on the show with me.
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With no hesitation. Really excited to talk to you too, Kevin.
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Thanks, So let's go ahead and jump right in and
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explains for our listeners exactly what guided inquiry design is
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and how it might differ from project based learning pbo oh.
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Perfect question. Yeah.
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Guided in grade design is a research based approach to
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learning that helps students move from curiosity to really deeper understanding.
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So like, instead of giving students information or just providing
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them with the information, we design experiences that help them
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ask questions, investigate their own questions and ideas, and build
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meaning for themselves.
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So that's the actual result when we think about.
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The difference between guided in grade design and project based learning.
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You know, project based learning often focuses when teachers are
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designing it or kind of planning for it, on the product,
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on the project, like what is the project right? But
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guided inquiry really focuses on the learning, on the process
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of getting to the final piece, what learning journey students
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have that lead to that product, and we pay pay
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really close attention to what learners are thinking, feeling, and
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what they're wondering or doing along the way. So there's
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three levels to it, really, the emotional level of learning,
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their cognition and what they're thinking about, and what they
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actually do, what the action is. So those three levels
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we can design for each one of those, and the
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process and the framework of guided Incure design helps teachers.
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To do that.
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And I think you raise a very important distinction here
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in it as far as between guided inquiry and project
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based learning, and that PBL does focus on the end product,
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what we're going to finish this whip. So it's almost
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like students are putting a puzzle to together, and because
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they are, they already know what the puzzle is supposed
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to look like, so that's what they're building towards. Whereas
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guided inquiry, you're putting that same puzzle together, but you
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don't have that you don't have the picture on the
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box to guide you. So it's almost like you are creating,
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basically creating your own learning, So that end product can
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be different for every student in the class.
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Yeah, that's one of the beauties of it, you know,
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because we can we can, but it's a little scary
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for teachers because wow, okay, we're going to have like
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thirty kids and they're all doing something different. That's a
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little bit scary and feels maybe out of their control.
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But the cool thing about guided inquiry is is it
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it provides this framework that helps them know when do
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I step in and help, when do I do I
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guide the process? When do I design for students to
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really understand something, and when do I open it for
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them to ask their own questions and their own questions
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and curiosity kind of driving the process really helps.
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But it doesn't come out of nowhere.
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It's not like a free for all, you know, where
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kids are asking their own questions and they're creating whatever
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they want. We can really design it pretty structured in
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structured ways so that our learning goals are met and
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the student curiosity is there as well.
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So it's really a beautiful mix of all that.
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And it also seems that through guided inquiry, you're almost
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like you're combining several other teaching tactics that teachers are
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probably already familiar with, as far as socratic seminar and
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fish bowl techniques and things of that nature where you
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are requiring students to you're presenting more questions than you
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are posing answers, and you have students really diving deep
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with each other and challenging each other with their questions
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and answers and going through all those types of things.
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And now you're giving the teachers that framework on how
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to pull all this together in a way that's going
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to make learning not only fun but more meaningful for them.
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One hundred percent, Kevin, Like, what I've found working with
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teachers all over the world using this model is that
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those best practices like you were talking about the fish
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bowl and the think pair share, you know, kind of
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basic stuff that we do in classrooms that we know
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it works really well to engage students to get them involved.
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They all can fit really well in this framework. So
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it's not like this framework takes over and you forget
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throw everything else out in the window, all those wonderful
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resources of effective teaching. You're like, oh my gosh, if
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I use this in here, then it works really well.
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Like then I have like a structure for when to
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use these really excellent sometimes simple but protocols structures of
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effective teaching, and when I use them is it makes
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it even more effective. So it leverages all that good
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best practice that we have in really unique ways for
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student engagement. You know, it's really amazing. So the framework itself,
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all those things can fall right under it and fall
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into place. And that's why I love about it because
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teachers are like, oh, you know, they don't have to
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throw everything else out. So many models are like, well, no,
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now you have to do this and this and this,
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and it all has to be this way. But guided
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inquiry is a framework that's open that allows and provides
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space for all those excellent pieces to come in.
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So yes, I'm so glad you brought that up. That's
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a real joy of mine and.
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The work because I can help teachers to become even
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better using all the things they already know.
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We don't have to throw it out the window exactly.
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And that's I think one of the things that I
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try to instill in teachers all the time is you
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don't have to get rid of the things that you
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already know just because you are picking up something new.
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You can always benefit from having more arrows in your quiver,
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so to speak. Then than having fewer.
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Exactly, it's building on what we know, right, It's like
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it helps us to build these blocks and we as
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teachers over the years of experience, you know, veteran teachers
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have accumulated so many and even working with new teachers
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or veteran teachers with this process helps everybody right where
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they are and gives them more ways in to using
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those excellent quivers in their era and their what does.
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It called the arrows in the quiver? Right? Sorry, well,
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you brought me back to summer camping.
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So let me let me ask you then, because what
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it sounds like to me is to be truly effective
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from a teacher perspective as well as a student perspective,
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because we know that most teaching, especially from at least
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from the CATA twelve level, most teaching pretty much takes
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place in silos like one period you go to English,
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one period you go to math, and so forth and
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so warm. So in order for guide it inquiry to
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be truly effective, wouldn't teachers really need to collaborate like
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cross content since they're learning, Since you're really utilizing the
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same skill sets and you're teaching the same skills, that
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can be that are transferable no matter what subject you're
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you're learning from, So what don't it makes sense therefore
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for teachers to kind of collaborate cross content to make
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this helpful for the students.
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For sure.
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It definitely makes it better when it's when it's possible, right, Like,
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so it can definitely happen in one subject area specifically,
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like social studies. Let's say, right there's some specific time
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period we want to examine, you know, when you're working
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in science. It can also work with a certain concept
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or you know, something like that. So so it can
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work in an individual content really well. When we get
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to like English, then we say, oh, well it works
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really well because they actually their standards have research in them,
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so the students are actually doing research in English, but like,
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what is the content that the students are researching, So
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then the teachers are really experts in English teaching English
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and writing and language arts, but they don't have the
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content knowledge, right, So it's really a bit of a
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stretch in those situations. Absolutely, it's amazing to pair with
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your social studies teacher if you're going to work on
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civil rights or student voice and protests and how do
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those look in the real world and have students creating
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something that shows their voice and how do they tell
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their voice or how can their voice become stronger in
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the real world. Then yes, collaborating with a social studies
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teacher makes this even better, and it can and it
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just flows really naturally. The main collaboration is with the
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teacher librarian in the school because the librarian has this
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knowledge and expertise in information literacy that teachers really need.
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So when we're working with students asking questions and finding
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information to answer or learn about, I say, not answer.
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They're not answering questions or learning about them when they're
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doing that work. It's the librarian is the expert in
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the school on that. So that's definitely always a collaboration there.
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But this cross disciplinary yeah, and I've seen even schools
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that did that really went of whole nine.
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They were able to or had the capacity.
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And I think middle schools are a great place to
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do it right where they have those pods. So you
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have English, language, Arts, social studies, and science and even
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math coming in to like really investigate something from all
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these different lenses.
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It gets a little.
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More complicated, but the design of it can happen that
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it's pretty tight and really effective. Actually, so it's really
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fun when you can do that, and I have seen it,
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and it's really great, like on environmental issues, because the
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environmental issues are not just a science question. They also
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have social issues that are related. And of course we
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want to use our language our skills to communicate what
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we find out and what we learn. And then of
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course there's data and science and math in that move
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and in that so we certainly could bring all of
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them together, and then of course art and I could
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go on and on. There's many opportunities for really intentional collaboration.
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So it's not just an add on or oh yeah,
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let's maybe do this. It's very intentional and very targeted
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for addressing standards. We can really address standards in all
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the areas that way.
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Yeah, you are listening to Instruction Discussion on the Voice
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of Naslo Community College ninety point three WHPC. My name
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is Kevin Boston Hill, and our guest today is internationally
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recognized author, educator, and co creator of Guided Inquiry Design
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and the Inquiry Studio, doctor Leslie meni Odes. I want
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to go back to something you just brought up, as
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far as as you mentioned that this is not an
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add on type of thing. And because how do we
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how do we know how much time should be devoted
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to actually putting together such a I don't want to
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say a project, but it's to a piece that would
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fit into how much time needs to be devoted to
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guided inquiry? Is this something that can be done, Should
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it be done throughout the entire school year, over the
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course of the entire school year, maybe once a quarter
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or what type? What's the timeframe that needs to be
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allotted to properly doing guided inquiry?
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I love this.
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Question, Kevin, because it's always the question on teachers' minds.
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You know, time is of the essence. Time is always
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the thing they're battling against, right, And it's interesting because
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it really depends. It depends on the learning goals. It
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depends on how large your collaboration is. Are you working
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with four different content areas and your way all this together? Well,
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you wouldn't want a three week unit on something like that.
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You want to give it the time it needs, right.
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I mean I was.
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Talking to a Montessori teacher today actually this morning, and
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they want to.
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Do it all year long. And when they wanted to
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do it all year long.
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So that's the opportunity of that kind of learning, right,
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they can take all year, but I really said to
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them chunk it into four, like, don't just don't have
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this long.
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So more time isn't always better.
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And that's a research based actually enabler of guided inquiry
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that more time isn't better, But you have to carefully
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design the time. So I mean, I think that you
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certainly couldn't do could not do guided inquiry in a week,
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though I say, like it depends it shouldn't be done
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in a week.
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That's too quick.
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There's no way that human processing of all that information
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and getting interested in a topic that really takes time
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for curiosity building, then getting interested in something, then taking
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time to explode or you know, and then finding the
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landing on this great thing I'm really interested in studying,
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then studying it, then creating something.
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So it takes time.
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My wish for the world is that more things could
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be accomplished this way, because I have seen that you
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can accomplish standards this way. Oftentimes, guided inquiry is placed
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at the end of the study, like the research project,
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the traditional research project, it's placed at the end. But
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and so I would love to see when a future
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where teachers find this as an approach to learning that
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can be employed more frequently. But I say, whenever you
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can do it, do it because it's worth it for
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the students to at least have one experience per year
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where they're having able to ask their own questions and
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create something really meaningful to.
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Them out of that work.
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So the typically, back to your question, you know, I
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went the whole gamut, I'll go back to say, you know,
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a really good guided incore unit is around six weeks long,
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so I mean really you know traditionally typically you know,
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it can go forward to six weeks. Again, it can
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extend all year, it can extend not the whole like
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nine weeks.
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So it really depends.
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And all of that is in how we design it.
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So the learning design is just the critical component to
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all of this, and our intentional design of it is
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what makes it work so well.
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And I think it really lends itself perfectly to those
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schools that are on almost like a portfolio based assessment
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type of situation, but even for those teachers that are
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just rooted in well, I have to give an assessment here,
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I have to give a quiz and exact. Those are
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things those benchmarks can be built in where you may
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give a quiz or where you may give a more
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formalized type of assessment that your traditional assessment that you're
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used to, that you can still build into an in
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redesigned type of situation as well.
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One hundred percent. And you know, it's funny because I
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was talking with one of the teachers in the pilot
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for the Inquiry Studio and she was talking about her
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principal came in the room and said, you know, where
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what are students learning? Because it was a stem course
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where it was really project based, so they were like
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doing all these projects. And the principle was like, well,
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how do I know they're thinking?
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Critically? Where is the learning happening?
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And you know, she was kind of struggling like that, like,
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I know the kids are learning a lot, but where
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is it?
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You know?
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And so in the Inquiry Studio we actually came up
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with how to make the thinking visible for her in
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her classroom, how to make it visible and then also
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that and the reason it made me think of it
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is it then lended itself to a grade because we
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can actually grade the thinking, yes, not just the task.
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We're so used to do this task, turn it in
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get a grade. But wouldn't it be amazing if we
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switched that to say, ooh, and we need.
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This in the age of AI.
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What are they learning? When is the learning happening? And
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how can I kind of wrap my mind around that
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and give them a score based on how much they
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actually learned, like you know, where they actually learned? And
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that's like visible thinking, getting to see the thinking of students.
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And I think that will doing that work is really
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powerful and is needed in the age of AI because
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we find those answers so quickly, right, and we're trying
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to figure out how do we know the kid is
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there in the work?
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You know, where's the student? How where's it?
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And making thinking visible can happen and guided angry and
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those can be our grades.
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I just love that idea, and I'm glad this was
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the perfect segue because I want to talk a little
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bit about the Inquiry studio and how so how did
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that come about? And why is it so important is
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to have that space to learn for themselves?
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Oh man, you know, it's kind of was a crazy thing.
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I went to south By Southwest in Austin, Texas this
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year and I went to the Stanford Design Schools public
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House and they had this really cool room set aside
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where there were like all these different activities going on.
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There was a little like geodesic dome where you'd go
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in and sit in on the bean bag chairs, and
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they actually had an AI tool that you were like
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reflecting with on your phone, so you like did a
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QR code and went and reflected in that space. But
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at the end of like all the like four or
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five different experiences, there was a bar with a professor
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from Stanford d School who would pop up and you
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would ask her your design questions and then you would
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sit and talk. And when I got there, the line
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was really long, but she didn't like just do it on one.
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She pulled everybody in, like come on, come.
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And sit and sit with us.
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And I learned so much from everyone else's experiences and
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it was so interesting as an educator to hear all
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these different problems and think through them together. And when
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I was after I left that, I thought, you know,
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everyone needs this, everyone needs this, and teachers the professional
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development is always so like compliance oriented or you know,
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it's timed and it's and it's not doesn't help me
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to enhance my teaching and learning, and so I thought
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I could create a space where teachers from anywhere who
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had design learning design challenges could come and we could
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work through them together. And on the pilot was this spring,
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and it was fantastic because what happened was one person
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took the design floor and they we worked through their challenge.
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Like the one teacher I was talking about science teacher.
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Every time that she brought a challenge, she would leave
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with an actionable item.
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So we ended with like, okay.
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So what have you brought? We thought talked about a
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lot of things you could do. Which one are you
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going to take and do? And so she really, you know,
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and she picked one or two of those aspects actually
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implemented them right away, and then we would come back
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next week and say like how how did it go?
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Or And sometimes the people in the studio even talk
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to each other on email between because.
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They were so excited about what was happening.
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I just this space is so needed and we need
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a space to at a high level to think together
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about learning design challenges. And I don't think we have
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created those spaces enough. And it's like this high level
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collaboration the cool thing was where people from four different states,
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like different states all around the country and so common
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problems across the whole country.
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I was like, wow, you know, I was wondering, oh,
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how is this going to work?
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But everybody it kind of relates to teaching and what's
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actually happening, and then to actually get to talk about
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their problem and then really work through it. It was
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so much fun. I can't wait to do it again.
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I'm doing it again in July and August and then
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a whole fall semester one where I'm really looking forward
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to working with people in this way because it's like
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coaching on the spot, and guided in Greedy Design only
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plays in as a.
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Framework that can help underneath.
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So it's not really about guided Inqrey design, but it
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comes in because I can't help it.
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But it's good that you're providing this space because whether
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it's guide to Inquiry design or anything else involving teaching,
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there's always those teachers who feel that they are on
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an island, that the problem that they're facing is their own,
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but there's always another five or ten or twenty other
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teachers who have been through the same thing or who
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are going through the same thing. So having that knowledge base,
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that collaboration that can take place, I think will be
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definitely be very helpful to that struggling teacher, whether it's
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how do I set up a guide inquiry course to
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or how do I grade this? Or how do I
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just survive I'm a first of year teacher. How do
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I survive my first year? I mean those questions people
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have all the time. But having that circle of critical friends,
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if you will, will help them get through that type
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of thing.
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Oh you're so right, And teaching is like an island.
439
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You close your door, you do your thing. I mean
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sometimes there's collaboration in best case scenarios, but this provides
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that collaborative environment really focused on exactly what you want
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to talk about as a design challenge, and I think
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it's really fun. It also nudges toward learning design as
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the problem today, right because in this age of AI,
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what the problem I see is the learning that it's
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a learning design challenge and we really have to three
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think how we're doing it. So it really helps people
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in that old traditional sense and that and then that
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they're in they're in an island, providing this context too
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and welcome like safe space. You know, to talk about
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the problems without any judgment and just think together in
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this high level of design, you.
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Know, as a design challenge. So it's really really fun,
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and I think it has been resonating with people quite
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a bit.
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No, I'm sure it has been. I know, when I
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first started reading about the inquiry studio, it made me
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think of a teaching lab where you bring teachers in.
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One person presents their particular problem, and you have the
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other like cadre of teachers around them who are now
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all working together throwing brainstorming ideas on how to work
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through that. And like you said, that teacher now leaves
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with two, three or four options that they can take
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back to their class, actionable items they can take back
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to their classroom, work them, see how they work out.
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If it doesn't work, fine, if it works great, and
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then you move from there and you kind of tweak
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things from there, and that's all part of inquiry. I
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guess that would be the teacher inquiry as opposed to
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the student inquiry.
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Exactly, always questioning our practice, knowing that we never have arrived.
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There's always improvement, right that that professional learning cycle of
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you know, trying it, you know, researching it, trying it
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out and then reflecting on our practice, revising and coming
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back again. Yeah, when I was a teacher effectiveness coach
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in Denver Public School, we did those learning labs and
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bringing that problem of practice having conversations. That's where it
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was the most interesting, the most fun, and the most
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kind of powerful to shift practice and really go get somewhere,
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you know, rather than just learning information. It's like really
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in the action. He takes the action moment, right, you're
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actually doing something, not just talking about doing something.
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And I think that guide to inquiry design is really
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needed in education now because you hit on it as
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far as this age of AI. How do we know
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that students are thinking for themselves now? And so going
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through this process will go back to developing the whole
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thinking process because right now they're not thinking for themselves.
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They're just putting in a couple of prompts into their
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AI model of favor and getting something some result back.
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But that doesn't show how they're thinking, how they're synthesizing,
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and that's what we really want them to see.
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Absolutely.
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You know, when students use AI too early, they often
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stop thinking just like you said, you know, and when
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they use it after they've developed their own question or
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have thought about it or learned a bit about it,
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then it becomes a powerful tool. So it's really it
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helps us to think about how do we use these tools,
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how do we help students to use these tools in
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effective ways? So it doesn't just overtake all of their
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you know, thinking process they're kind of friction, and take
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away the friction and their learning, you know, and it
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does it really productive ways. So yeah, the AI is
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we have a design challenge there.
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Yes we do, Yes we do.
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But yeah, it's exciting to think about how inquiry can
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support students to think for themselves.
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Well, we could have this conversation all for a long time,
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and we probably have to do a part two at
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some point. But I would certainly like to thank our guest,
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internationally recognized author, educator and co creator of the Guided
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Inquiry Design in the Inquiry Studio, doctor Leslie Maniotes, for
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coming onto the show today.
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Thank you, Kevin, Thank you so much. It's been a
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real pleasure talking with you. Love to do it again anytime.
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Once again, my name is Kevin Boston Hill, and thank
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you all for listening to instruction discussion right here on
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the Voice of Naslau Community College ninety point three WHC
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CAT Contact co