I always find it rather difficult to begin and organize these blog posts - Burke's ideas and points are numerous and all so profound that it's difficult to know even where to begin! Well, "Ahem!" To begin with. . .
This particular chapter was titled "Spirited Inquiry," and it not only focused on what sorts of questions to ask students, but, more so, how to teach students "which questions to ask, when to ask them, and how to investigate and formulate an intelligent response to them." It was interesting - he mentioned how it seemed as though his students desired to major in "everything but English." This is interesting because it is through English that Burke is not only equipping his students with the tools necessary to study any discipline, but able to get students to really think, and answer the questions us humans are destined and meant to ask - what makes us human. And, in my experience, English was the only subject that really and truly caused me to step out of my comfort zone of thought, question everything, and develop a sincere desire to learn. Studying literature and philosophy. . . who would've thought?! But, moving forward. . .
As I mentioned before, Burke focused this chapter on student questioning; not only conjuring up sincere inquiry, but discussing these questions amongst peers in a structured and ongoing manner. Burke not only suggests doing this through a number of mediums - class/face-to-face discussion, online blogs/forums, unique presentations with accompanying activities, and in the form of one, final research paper - but in a way that is focused toward their interests. For example, Burke has the entire class read Crime and Punishment, but he assigns students/groups to read and inquire about the text through a "lens" of interest (i.e., faith, choices, relationships, psychology). As students are seeing the text through different perspectives simultaneously and motivated through their interests, maximum learning and inquiry can only result! It is almost as if the students/groups are all reading different works! And, as we all know, a text is best read and understood from the eyes of many. As always, Burke does a really great way of constructing his inquiry-based lessons and units - they're clear, wrought with high expectations, and with the student in mind. And speaking of the student in mind, Burke also points out the importance of inquiring from students their opinions of the inquiry-based class/assignments as well. Along with a number of assignment examples below, I have included the student response to his feedback/evaluation form.
Another great chapter, another plethora of information learned - my work here, for now, is done!
:)
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