Learning through Inquiry
Learning does not happen in a straight line. It is a twisting, turning, multi-layered process of building understanding. It occurs over time, in relationships and in a multiplicity of contexts. Deep learning, marked by understanding and the ability to generalise and apply what one has learnt, occurs when learners are engaged, interested and eager to make connections and ask real questions.
Inquiry based projects are one way in which Highfielders are invited to go deep with their learning and take the lead with unraveling phenomena, asking questions and making connections that lead to understanding. Our students drive their own learning, are committed to the process and passionate about the work in front of them each day. Whenever possible learning experiences are positioned in real life contexts, and students are involved in real projects that have a tangible outcome and influence on the school community and beyond.
Each term, from Preschool through to Year 2, the children are invited to take on research projects, focused on areas of shared interest with their peers. Investigations in small groups and classes are supported by the teachers, who work alongside the students to co-construct the curriculum across key learning areas. Projects emerge in response to the children’s research and learning and outcomes are measured along the way, as children go way beyond the learning of facts, on a journey that supports them to learn how to learn.
We have been influenced and inspired by a range of theorists and educators in the development of our approach to inquiry learning at Highfields. These include, among others:
- Howard Gardner and his theory of Multiple Intelligences
- The founders and educators of the Educational Project in Reggio Emilia, Italy
- Guy Claxton in particular his work on teaching students to learn how to learn,
- Carol Dweck in relation to Growth Mindsets,
- Ron Ritchhardt and Thinking Routines, and,
- Kath Murdoch in her work on Inquiry Learning in Australian contexts.