POST 3: CONNECTING TO MY MAJOR

I am an elementary education major, and this experience was very beneficial to me because it shows me a different way to have a class discussion. It gives a student based way to run the classroom, which is beneficial to the student and the teacher because the teacher gets to observe what the students know and the students will feel in charge and get away from the traditional classroom setting.

As I study education and train to become a teacher, having different teaching styles and seeing different ways to set up lessons and the classroom is going to make me a better teacher when the time comes. This is especially true in Bill Mangrum’s class because the classroom and teaching style is not like any other professor or class that I have. It opens my eyes and I learn more doing different things everyday other than getting lectured at.

I know that as I grow and want to be a teacher I am going to have to have to reflect and look back at different styles. This is really true for the discussion we had, I liked the fact that Bill didn’t have really any input on our breaking down of the definition of query and academic inquiry. He let us develop our own definition based on our understanding of the the word and what we already know about the topic. This is a very healthy way to learn and it makes you apply knowledge rather than being told another definition through a lecture powerpoint.

POST 2: PICTURE&LAB REPORT

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While reflecting on our discussion experience I have noticed that ┬áin our fifteen minute discussion that the people who spoke and interacted the most were the same people who actively engage the most frequently in class on an everyday basis. Why aren’t the shy and quieter scholars speaking up? Why are they not as comfortable in the class as other scholars?

We started the discussion with a very generic definition of query, that it was defined as asking questions. As the time went on people were digging into the statement and pulling it apart, asking questions to deepen the definition. Some people seemed satisfied with the short generalized definition from the beginning of the conversation and others we asking questions and playing devils advocate to get thoughts running.

I believe that some people didn’t speak up because they either didn’t feel confident in their understanding of the word query and academic inquiry, or they were trying to take down all the notes that they could because they knew an assignment would follow. Who is going to have a better learning experience from this the people who solely took notes, or those who engaged in conversation the entire time?

POST 1: DISCUSSION NOTES

As scholars we were asked to form a definition of the word query and answer the question what is academic inquiry, here are the notes that I took on our class discussion.

  • Construct a working definition of the word query.
  • We can’t always rely on dictionaries, they are tools and have many definitions to a word.
  • Scholars construct a definition based on what they already know.
  • What does it mean to query something? What is academic inquiry?
  • “Query means to question, the act of investigating, or researching a question.”-James
  • “Academic inquiry is showing your curiosity in something.”-CJ
  • “Query is what we are doing right now. Ask the right questions.”- Luke L
  • Is there any real difference between query and academic inquiry?- “More structured on a specific topic”- Luke L
  • “Academic inquiry is about furthering knowledge”- CJ
  • Related to a genre
  • Query- asking, researching, and curiosity.
  • Academic inquiry- guided query
  • Query is more thinking the question, inquiry is researching the questions, a verb.