Writing the context essay for my Information Learning activity for this subject has not only provided me with many different feelings, as documented in my blog, but also the opportunity to share the information found with my peers through feedback.
Whilst I was fairly confident with my new knowledge, I was nervous and eager to discover what my colleagues thought.
I found it very helpful to observe Mandy's example of peer feedback through the posts on the Discussion Board, and learnt much from the use of higlighting topic sentences and commenting on these. When I received my feedback from my two colleagues, both of whom used upper primary students as their inquiry group, I was certainly pleasantly surprised. Both girls had very constructive comments and I was able to use these to reflect on the learning and refine accordingly. Hopefully, my critique of their essays was taken in a similar vein and they were able to use some of my suggestions to reflect on their successes and challenges, as I did.
Now to the report! I will continue to use the Alberta Inquiry model and Kuhlthau's Guided Inquiry and Information search process as the basis for my Information Learning Activity as they make a lot of sense to me as regards learning about learning. I like the idea of developing students and for that fact , my own, metacognitive skills: thinking about learning and thinking about thinking (Alberta Learning, 2004) Hopefully these inquiry skills learnt in this Information Learning Activity will help my students and again, me, along the way to lifelong learning.
Albert Learning. (2004). Focus on inquiry: A teacher’s guide to implementing inquiry-based learning. Edmonton, AB: Author, Learning and Teaching Resources Branch
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