Inquiry in the Senior Years: How it Can be Done in Grade 12 Global

Issues

According to the Grade 12 Global Issues Pilot document (2011) done by

Manitoba's Department of Education, "Inquiry relies upon critical and
divergent thinking. During the inquiry process, the role of a teachers shifts
from covering content to becoming a guide and facilitator."
At Springfield Collegiate the teacher sees their role as:
1) creating a safe environment where students are willing to take risks
Creating a safe environment means ensuring that students feel valued
and respected whatever their level of understanding and participation may
be. When speaking of an inclusive classroom, the task for the teacher
becomes about modelling respectful discourse and inclusive behaviors.
2) modelling the inquiry process through an initial collective study of
an issue
It is hoped by this time in a students academic life that they have had
ample opportunities to experience inquiry learning. Unfortunately, for many
who have been subjected to "pull out" learning and heavy resource
involvement, it is common that during research or discussion activities some
learners who need more support are removed and either given different
work or are made to work on a different type of assignment. By having

every student in the class participate and watch a group go through the
process in a very guided manner all students can engage in, and benefit
from, an inquiry based approach.
3) ensuring that there is at least three areas of inquiry covered in the
course
To achieve sufficient breadth in their understanding of the issues they
are studying it is important to include at three areas of inquiry. This also
ensures a variety of points of entry to engage different students. Some of
the suggestions in the Global Issues Pilot document were: Indigenous
Peoples, Gender Politics, Peace and Conflict, Consumerism, Oppression and
Genocide, and many more.
4) providing frequent opportunities for students to share new
understanding
By giving all students in the class many opportunities to demonstrate
new understandings the teacher in the observed class was able to get a
more authentic feel for the growth of the students. Many students in the
inclusive classroom may have difficulty with large final summative
assessment pieces so to base a mark on exclusively these types of
assessments may not be a true reflection of their understanding.
5) providing ongoing assessment and feedback

Ongoing assessment and feedback further supports students in their

efforts and ensures that they are on the right track. For students new to
inquiry learning, or those who may be struggling students, regular feedback
is imperative to success. If a student has the reassurance and the security
of feeling safe to have someone check on their progress it is a fantastic way
for a teacher to continue to support them.

"The inquiry process provides support for

independent learning skills."
-http://www.edu.gov.mb.ca/k12docs/support/multilevel/chap6.pdf