Reading Response:

Inquiry Based Learning in Kindergarten

Saleha Iqbal
213542089

ED/ EDPJ 2000 3.0

Science and Technology in the Primary/Junior Division

Professor Anthony Persaud

Thursday, February 16, 2017

EDPJ 2000 Saleha Iqbal
Professor Anthony Persaud 213542089

Inquiry Based Learning in Kindergarten

Inquiry based learning is an approach to teaching and learning that places students

questions, ideas, and observations at the centre of the learning experience. (Inquiry Based

Learning 2013, 2) and is prevalent in my placements kindergarten classroom, primarily due to

the new play based curriculum.

The first classroom lesson I chose is the Aylesbury Farmers Market. This lesson was

initiated by a student in the class who brought apples for my mentor teacher after visiting an

apple orchard. The student created market became an inquiry of the children because they

wished to build their own market. Using the Appreciative Inquiry (AI) model, it becomes evident

what some of the best moments of this lesson are. The Minds On Activity, where students

were gathered on the carpet to share their ideas and plan how to create the market was the first

best moment. As the AI model suggests, organizational life is expressed in the stories people

tell each other every day, and the story of the organization is constantly being coauthored.

(Bushe 2011, 94). Hence, through simple leading questions such as Who might you see at an

apple orchard?, What might you see?, and What do you think the farmer might use this tool

for?, students began to brainstorm their co-construction at the drama center.

The best part about this moment was that it was based on the childrens own experience,

which ultimately steered the childrens interest towards science and the seasons. This got the

students engaged, introduced them to knew vocabulary, and gave them a common language for

those who have not had the experience of visiting an apple orchard. This demonstrates an

inquiry based lesson as there is a definite culture established where students are encouraged to

express their thoughts (Inquiry Based Learning 2013, 4).

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EDPJ 2000 Saleha Iqbal
Professor Anthony Persaud 213542089

The second optimum moment was when the students began to create the apples. The students

first initiated selling apples by using wooden beads and Lego. However, they were not able to

put these apples on the tree. My MT then did a mini modeling lesson on how to tape the

construction paper apple with string and tape. She taught them using one piece of tape, however

a student introduced another process where he placed a piece of tape on both ends. This

demonstrates an impromptu mini-lesson that improved [the students] content knowledge.

(Inquiry Based Learning 2013, 5). The best part about this moment was that the student created a

process that worked out for themselves, as mentioned by the AI model, positive feelings lead

people to be more flexible, creative, integrative, open to information and efficient in their

thinking. Bushe 2011, 95). Hence, with a positive atmosphere, the students were willing to be

flexible and innovative in attempt to create the best hanging apple.

The second classroom lesson I chose was associated with the topic of snails. The class went

on a nature walk and noticed the abundance of snails on the pavement. The children collected the

and counted 49 snails in a coffee cup found on the ground. The best moment in this inquiry

based lesson was that once the snails were in the classroom, the students began brainstorming on

finding the optimum roof for the habitat. The class tried several different roofs for the snails

because they would keep escaping. This moment worked well because the roof did not work

well; hence, it allowed students to persist and challenge their own ideas. In addition, my MT

brought the class, discussed big ideas of the inquiry (Inquiry Based Learning 2013, 4) and

together they decided that they would try using cellowrap and tape for the roof.

In the final analysis, it is evident that inquiry based lessons were in these two lessons, and

more specifically, in these three moments. Through the Appreciate Inquiry, and the Capacity

Building Lesson, it is evident that the use of inquiry creates several learning opportunities for the

students and the teacher.

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EDPJ 2000 Saleha Iqbal
Professor Anthony Persaud 213542089

References
Bushe, G.R. (2011) Appreciative inquiry: Theory and critique. In Boke D.,Burnes, B. Hassard,J.
(eds.) The Routledge Companion To Organizational Change (pp. 87 103). Oxford, UK:
Routledge.

Inquiry Based Learning. (2013). Capacity Building Series (pp. 1 8). Retrieved from
https://moodle.yorku.ca/moodle/pluginfile.php/2575671/block_html/content/CBS_InquiryBa
sedLearning.pdf

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