03 December 2007
Clarification of previous post
I just wanted to say that I did see the chart in the last chapter contrasting thematic and inquiry units. It just seemed from his descriptions that he came up with the ideas and questions. Maybe they did arise from the dialogue, but I didn't get that from what he wrote. The chapter in which students reflected on what is language came out of discussion, but was in the context of another inquiry. So.......I'm just saying that, is having students all do the same inquiry much different from having them all read the same (teacher-chosen) book, if an open discussion and real questions are involved in both?
Thoughts on Fecho
I left wanting more information about how exactly Fecho structured his inquiry units, and how exactly he defines inquiry. (Maybe he did and I missed it.) I wonder because it seems like he is doing most of the choosing: he chooses the inquiry question and he chooses the texts the students read. My understanding of inquiry has always been more student-centered, that it is an investigation of a topic the student has chosen and researches. If the teacher is doing the choosing then these seem like theme units.
Also, as with the last book, I wished for something more in terms of how discussions worked in the classroom. It seems especially important that a book describing a classroom structure of inquiry (thought the use of that term here is problematic to me) have examples of actual classroom talk. When the topics discussed are such as the ones here, it would be helpful to see how a teacher facilitates a meaningful classroom discussion.
All of that said, I can imagine that for many, if not most, students, this classroom was engaging and meaningful and something they'll always remember as important. I think I would have loved a class like this in high school, one in which students are treated as if they can (gasp!) understand and ponder the complex issues that make our world what it is. I think it serves students well to give them a space to begin coming to grips with who they are and what their place in the world is and can be.
I do wonder about students in these classes that fell silent because of some disconnect, fear (or threat as Fecho puts it), or simply disinterest.
Also, as with the last book, I wished for something more in terms of how discussions worked in the classroom. It seems especially important that a book describing a classroom structure of inquiry (thought the use of that term here is problematic to me) have examples of actual classroom talk. When the topics discussed are such as the ones here, it would be helpful to see how a teacher facilitates a meaningful classroom discussion.
All of that said, I can imagine that for many, if not most, students, this classroom was engaging and meaningful and something they'll always remember as important. I think I would have loved a class like this in high school, one in which students are treated as if they can (gasp!) understand and ponder the complex issues that make our world what it is. I think it serves students well to give them a space to begin coming to grips with who they are and what their place in the world is and can be.
I do wonder about students in these classes that fell silent because of some disconnect, fear (or threat as Fecho puts it), or simply disinterest.
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