Double Journal Entry #7

While research strongly suggests that the use of inquiry-based learning is incredibly successful, the process of implementing this type of instruction holds many challenges. 

First, it requires an immense amount of planning for the teacher and cooperation between all staff members of the school.  In order for the experience to be effective, teachers must be well-versed in how to create them.  Choosing appropriate activities and designing units in a logical sequence using inquiry-based methods can be extremely challenging.  Many teachers currently in the schools have been using the same lessons they created 10 or 20 years ago. In an effort to save time and improve standardized test scores upon which the schools funding is dependent, most rely on prescribed methods of teaching such as Basal reader sets and Home Links mathematics sheets.  Several have little to no understanding of how to fully utilize all of the technological resources at their disposal.  Without training and in depth study of how to properly establish an inquiry-based environment, and with a self lack of 21^st century skills, it is very difficult to create these types of lessons.  Also, collaboration between teachers, administration, members of the community, and possibly a global audience must take place through the joint effort of everyone at the school.  Ensuring that the mentality of everyone in the school aligns (regarding inquiry-based learning, at least) is difficult, yet essential.

In addition to the teacher lacking the necessary skills, in some cases the students are also unprepared for this type of learning environment.  The thought processes required, and the investigation methods used may be ones that students have had no experience with and therefore will have trouble finding meaning in.  The background knowledge needed to pose solutions to complex problems, experience (or lack thereof) with tools needed for the project, and accessibility to resources can hinder some students learning.  

Reference:

Barron, B., & Darling-Hammond, L. (2008). Teaching for meaningful learning. In R. Furger (Ed.), Powerful Learning: What We Know About Teaching For Understanding. San Francisco: Jossey-Bass. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf