Inquiry-based learning in an inclusive classroom: a self study

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Issue Date
2018
Authors
Paul, Mallory
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Abstract
This research study was conducted to explore the research question: ‘How do I make pedagogical decisions about implementing inquiry-based practices when considering the needs of all learners in an inclusive classroom?’ I conducted a self-study as my research method, examining my own professional learning and design in how I teach my students, which allowed me to improve in my own pedagogy. It is hoped that other teachers, administrators, parents and students will be able to relate to my reflections and findings, considering this question for themselves. Through my self-study I reflected on the many different practices I used in my teaching, attentive to the choices I made, and their alignment with my beliefs about student learning and inclusion. In this study, I have explored my own decision making while implementing inquiry, linking my own experiences, journal reflections, and literature to the teaching and learning activities that took place. Through reviewing literature on different learning models as well as approaching this work through the lens of diversity, my findings show students should be given the opportunity to learn in a ‘strength based’ environment. Providing students with new opportunities where they can collaborate in groups based on shared interest, and not always ability, and focus beyond academics to include relationship building is essential. We must let students be creators of their own learning via inquisition and curiosity and align programing outcomes and objectives to support all learners in an inclusive environment. It is my hopes that my findings will give other teachers insights that may be exploring the same question; ‘How do I make pedagogical decisions about implementing inquiry-based practices when considering the needs of all learners in an inclusive classroom?’
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