Getting the Most out of Inquiry Learning
Tips, Best Practices and Harnessing Local Strengths
Workshop date, time and location
This workshop is designed to combine research, instructional strategies and each teacher’s unique classroom practices to empower students to be active and motivated agents in the inquiry learning process. From design to implementation, let’s hover a magnifying glass over the ‘how’ and ‘whys’ of effective and efficient inquiry learning practice.
This workshop is both for the novice and the expert. Ideas to be explored, include but are not limited to…
- Starting with the right learning intentions
- Knowing each student vs knowing your classroom
- How and when do I find the time to train my students?
- How do I get the most out of and build upon the competencies my students have?
- Using student voice and reflection to raise engagement and motivation
- What is a gradual release of responsibility and how will I use it to inform my decisions?
- Which elements cause inquiry learning to stall, crash and burn?
- Collaborative or Independent work? When and where in the process?
- Group selection, considerations, tips and best practices?
- Using the classroom environment to maximize student learning?
- Online research, how do I empower them but not overwhelm them?
- How do I put Hattie’s visible learning into action to strengthen inquiry learning?
- This is my technology situation; how do I get the most out of it?
- Peer Assessment as a tool for individual and collective accountability
Being led by Lamar Johnson
Lamar is an international educator, who works as a researcher, leader and as a teacher. His career spans across international boarding schools in Africa, Universities and KIPP charter schools in the US, and government and independent schools here in Melbourne Australia. The experience gained as a teacher and leader across various curriculum and pastoral initiatives enables Lamar to offer unique insights which are grounded in research, proven and practiced strategies; insights which empower and motivate students to become independent active agents in learning. Educated first as an Adolescent Psychologist, Lamar went on to gain an Interdisciplinary Master’s where he published his first piece on the representation of students in urban schools. Afterward, he expanded his research as a teacher and leader across similar schools in the United States.
After moving to Melbourne Australia, Lamar gained a Master’s in Education and is currently working as a Year 9 Program Leader and Mathematics and Humanities teacher at a Catholic Boys College in St Kilda. Aside from sharing discernments in curriculum, classroom culture and pastoral program design and implementation, Lamar is passionate about relationships and instructional technology and the role each play in steering teachers and students through education’s technological revolution.