I have questions about my questions.
After adding, sorting, and recording, question quickfire has morphed into a bit of a mindmap.
I found that my question flow went as follows:
Question Priming: thinking about my new baby, her curiosity, my students, their curiosity.
Nature of Curiosity: why we are curious in the first place or would want to grow students in curiosity.
Nature of Curriculum/Inquiry: what types of questions would it take to make a curriculum of inquiry?
Comparison Questions: inquiry across disciplines, curriculum of answers vs questions, online vs in person.
Prototype Potential: protocols, curriculum outline, design thinking integration.
Stepping back further, I could organize my questions in Berger’s (2014) why, what if, how outline.
Why do schools kill creativity/curiosity? (Or framed positively: Why should schools foster curiosity?)
What if a curriculum was built on questions rather than answers?
How do students become the owners of inquiry?
Even more broadly, this process is bringing a bit more clarity to a wicked problem I want to tackle. My colleagues and I have been partaking in curriculum building work for the past few years and are embarking on more for next year. Inquiry education has been somewhat of a given throughout my time as a teacher, but the quickfire questioning process is peeling back more foundational layers. Online learning is adding a slight wrinkle to plans for next, but inquiry curriculum is a great candidate to attack the wicked problem of school being boring.
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