Integrated Learning Program to Cater for Contemporary Learners - Literature review Example

Running Head: Integrated Learning Program to Cater for Contemporary Learners Your name Course name Professors’ name DateIntroduction This paper seeks to discuss the use of inquiry learning in an integrated program as a means of catering for contemporary learners. Learners in the present society continue to become diverse in terms of learning needs. This is part of the reason for integrating learning i.e. to meet diverse needs of a learner. The first section of the essay covers how integrated learning can culminate into satisfying contemporary learner needs. This will be followed by rationale pertaining to inquiry learning in the context of integrated learning. Various models of inquiry learning will be analysed to understand how it fits inquiry learning and classroom integration. Additionally, the paper will note deployment of rich task in inquiry learning and indispensability of questioning in inquiry learning. Integrated learning to meet needs of contemporary learners It is imperative for a teacher to appreciate the need for an integrated learning where all learners are presented with an opportunity to learn at their own rate and to reach individual’s full potentials. Contemporary classrooms are increasingly becoming diverse hence the need for integration to meet different learner profile. The concept of classroom integration recognises that students ought to be given additional assistance and resources to register academic success and for peer acceptance. Explosion of information in the 21st century necessitates equipping learners with skills to support information management, relationship with people, handling situations, and citizenship (Thrupp, 2010). To develop capabilities, literacies, and dispositions needed to participate and deal with the present complex society, learning should have a clear objective and high connectivity with the real world. Classroom integration is therefore a show of sensitivity to the needs of contemporary learners. Various educational institutions around the world are bringing together students, teachers, the community, and families with a view of making learning a success. ICT has also been integrated in learning to improve outcomes and to enhance adjustment in the changing world. Effective deployment of ICT in teaching-learning situation has culminated to improvement of pedagogies while also empowering and supporting staff to concentrate on student-centred active and interactive learning. Integrated Learning Program has identified equity as one of the educational goals. This goal carries a connotation that all young people are able to learn. Equity further implies that schooling has the capacity to develop ability of these learners to learn. Use of ICT in teaching and learning plays a decisive role in achieving equity given that it increases options, access, participation, and achievement of learners. Educational experiences of physically challenged students, those that are at risk of disengagement, students with diverse learning needs, and those surviving in rural and remote locations are often improved through integrating technology in classroom. In addition to integration of ICT, contemporary classrooms require differentiation of teaching and learning styles. Differentiated instruction is linked with a change in structure, management, content of classroom, and inviting stakeholders in education sector to participate in the process. Rationale for Inquiry Learning in Integrated Program In a study by Branch (2004) on inquiry-based learning, learners are obliged to participate in learning by formulating questions, explore them, and then develop new understandings, meanings, and knowledge. Branch further notes that inquiry-based learning categories knowledge as new to students and may be applied in finding an answer to a question or supporting a position. This knowledge is often presented to other parties who may act on it. The use of inquiry in an instructional environment is the basic component of learning. Where inquiry is applied in a classroom, students take the initiative to question the world. Inquiries are conducted by referring to books, online resources, or an in-depth study in a particular field. The ability to inculcate inquiry in a classroom has the effect of engaging students, integrating processes and content from variety of disciplines, and cultivating self-directed learning. Besides, Kühne (1995) alludes to creativity, positivity, and independence that students realise from inquiry-based learning. GLEF (2001) points out to improved achievement levels among learners under inquiry-based learning. GLEF carried out studies on school libraries that act as vital grounds for inquiry-based learning. The result of the studies was that a poorly equipped library has a negative impact on student’s grades. In the same vein, GLEF reiterates that library contributes to 2-9% student’s achievement. It is of the essence for teachers to balance between subject-driven and student driven goals of learning when making considerations for Integrated Learning Program. In recognition of the fact that integrated learning focuses on linking various subjects and strands within the curricula, there is a possibility that during planning process of learning experiences, teachers may marginalise student’s ideas. This places inquiry learning at the centre of integrated learning. Within an inquiry-based environment, teachers struggle to integrate learning but not at the expense of learner’s ideas, interests, and curiosity. On the contrary, Murdoch, (1998) brings to surface how an instructor uses learner’s questions to develop learning experiences that exploit learner’s enthusiasm to learn. Teachers are as a result motivated to investigate ways of integrating learner’s interests into teaching experiences. The other rationale for inquiry learning in an integrated learning program touches on characteristic of learner questioning. Unlike a typical curriculum, student’s questions and ideas are not broken down into discrete disciplinary sections. When students are allocated a specific subject to tackle, they tend to ask questions that encompass various disciples or rather surpasses the boundaries of a given subject area. In this situation, inquiry comes in handy to direct integrated learning by using student’s questions as a basis. By placing student’s questions onto the various components of curriculum, a teacher will be able to create an integrated learning program. Models for inquiry learning Eisenberg and Berkowitz (2004) developed The Big6 Research Model, which has its basis on six steps followed in a research process. The steps starts with task definition, then progresses to the strategies employed in seeking information, location and access, use of information, synthesis, and final stage of evaluation. According to Eisenberg and Berkowitz, Big6 model presents an opportunity for students to improve their knowledge regardless of cognitive ability. The students at any grade can follow the steps at their own pace. Besides, Eisenberg and Berkowitz affirm that the model differentiates students based on interest, level of reading, and learning styles. Needham (2010) draws attention to the possibility of logically integrating several literacies and content by utilizing the Big6 approach. The likelihood of revisiting steps and resources within the Big6 model is an advantage given that a learner can connect and integrate information while progressing through the lesson. Needham further mentions the advantage of mastery that follows a connection between individual skills and problem solving. It is vital to note that the Big6 model concentrates on developing independent learners with the ability to convert curiosity into knowledge. McKenzie (2000) presented the research model. This model is based on constructivist approach with students taking the initiative to explore, investigate, and question in order to form new knowledge. According to research model, students are viewed as information producers and not consumers. Skills applied in searching the internet and other resources are indispensible in this model. Some of the advantages attached to this model are the possibility of carrying out evaluation before the end, inclusion of critical competencies, participation, and contribution, learning to manage self, and use of one’s thoughts in creating an answer. On the contrary, repetitive aspect of the model can be a disincentive to learn since students lose interest. Gawith (1988) came up with action learning model, which has six stages of deciding, finding, using the information, recording, presenting, and evaluating. The writer also developed three Doors to Infoliteracy in 2000. These two models were initially meant for information literacy but they also apply in inquiry-based learning. Trevor (2001) created SAUCE model, which fits the description of information literacy process, inquiry learning, and problem solving. The model motivates learners to apply information in a practical manner. Emphasis is placed on a learner communicating solutions, decisions, thoughts, and justifications as opposed to tabling information that has been gathered. It is apparent that SAUCE stresses the need for student’s understanding. This model begins with setting the scene where the learner peruses through the tasks, identifies previous knowledge, recognize critical words and phrases, and finally write questions. At the second stage of SAUCE model, students acquire information by using key words and phrases to access and validate essential information from different sources. Third stage entails usage of acquired information. At this stage student considers what to do with the new learning. The last two stages in SAUCE model are communication and evaluation. An advantage is key competencies intricate in the SAUCE mode. What is more, children are able to participate and contribute to the process of learning. Apart from acquiring thinking skills and working in groups, learners are also able to apply language and communication tools. Barrett (2004) discussed Problem-based learning as an alternative to traditional teaching, which took place in a classroom. In the PBL, a teacher is mandated to present a problem and not lecture notes, assignments, or exercises. Owing to the fact that a student is not given content, he or she takes the initiative to solve the problem by active learning and discovery of content. In this situation, a teacher acts as a facilitator and a mentor. PBL allows a learner to use prior knowledge while also discovering what needs to be learnt. Since learners are required to defend their positions by presenting evidence and critical argument, in-depth understanding is gained. Moreover, learners can practice skills that will be needed after education. Aside from aforementioned models of inquiry learning, individual schools have the liberty to develop own models which suits their needs. Such school models may have its basis on existing models. Rationale for Integrated and Rich Tasks Usage Rich tasks are known to be activities, exercises, and challenges that calls upon students to display their knowledge and abilities. This means that students ought to apply their knowledge and skills in real life contexts. One of the rationales for rich task integrated in inquiry learning is its ability to engage students to solve problems in real life situation. This is true given that the tasks are problem-based thus students are encouraged to be creative and critical thinkers. Presentation of an open-ended task implies that students own the process consequently allowing deep thinking and engagement (Flewelling, 2003). Rich task is an avenue for wide study and learning. In this vein, learners capture variety of concepts obtained from the wide world. At the same time, targeted teaching and learning gives students a chance to understand essential details, concepts, and skills. The other rationale of rich task is its collaborative nature. This aids in development of interpersonal skills in addition to self-management. Rich task plays an important role in-group work where students respond to each other in respectful manner. Accepting divergent views and learning from fellow students is the composite factor of rich task. The process-product nature of rich task acts as a feedback mechanism for students to know their weak areas and subsequently improve on them. Rich tasks, as well, have process related activities to test student’s thinking, group-work, and personal management. This validates the application of rich task in the context of inquiry learning. Importance of questioning in inquiry learning Questioning is indispensible in learning, a fact that is lauded by great philosopher Albert Einstein who mentions the significance of non-stop questioning. To increase knowledge, skills, and comprehension, curiosity, doubt and recognition of a need are its drivers. The drive is actualised through questions formulated by learner who moves ahead to seek solutions. Questions may be simple and seeking clarifications or complex that looks into concepts and understanding. The aspect of questioning not only solves learning need but may also expand knowledge and understanding (Kahn, 2005). Traditionally, questions were asked by teacher to assess whether learning has taken place. Questions posed within an inquiry classroom are often reflective. It is necessary for a teacher to frame the questions appropriately since they form a basis for self-initiated questioning in later years among lower grade students. At the start of any topic, my approach to inquiry learning as an educator is to conduct initial discussion and questioning to find out what the learner knows. This approach further identifies what the learner wants to learn. By questioning the students, misconceptions are identified and cleared but this requires a teacher to use skills to avoid demeaning or rather undermining students who hold these misconceptions. This clarifies the idea that teacher’s role in inquiry learning is significant both as a facilitator and leader of learning. Conclusion In conclusion, questioning is the basic component of inquiry-based learning with learners taking the initiative to formulate question, explore, and eventually develop new knowledge. The essay drew attention to how inquiry in a classroom leads to student engagement, integration of processes and content from variety of disciplines, and eventual cultivation of self-directed learning. Aside from this, inquiry learning cultivates creativity, positivity, and independence among learners. Reference List Barrett, T. (2004) “Researching the Dialogue of PBL Tutorials: a Critical Discourse Analysis Approach,” in M. Savin-Baden and K. Wilkie (eds.) Challenging Research into Problembased Learning. Buckingham: Open University Press. Branch, J. L., & Oberg, D. (2004). Focus on inquiry: A teacher's guide to implementing inquiry-based learning. Edmonton, AB: Alberta Learning. Eisenberg, M., & Berkowitz, R. E. The Big6. big6.com. Retrieved Jan 13, 2012 from http://www.big6.com/ . Flewelling, G. (2003). Teaching with rich learning tasks. Adelaide: Australian Association of Mathematics Teachers. Gawith, G. (1988). Action Learning: Student Guide to Research and. Information Skills. Auckland: Longman Paul.   GLEF (George Lucas Educational Foundation). (2001). Project-based learning research. Edutopia online. Retrieved Jan 12, 2012, from http://www.glef.org/php/article.php?id=Art_887. Kahn, P., & O'Rourke, K. (2005). Understanding Enquiry-Based Learning. In T. Barrett, I. MacLabhrainn, H. Fallon, eds., Handbook of Enquiry & Problem Based Learning (pp. 1-12). Galway: CELT. Kühne, B. (1995). The Barkestorp project: Investigating school library use. School Libraries Worldwide, 1(1): 13–27. McKenzie, J. (2000) ‘Research Cycle'. questioning.org. Retrieved Jan 13, 2012 from http://questioning.org/rcycle.html. Murdoch, K. (1998). Classroom connections: Strategies for integrated learning. Armidale, VIC: Eleanor Curtain Publishing. Needham, J. (2010). "Meeting the New AASL Standards for the 21st-Century Learner via Big6 Problem Solving." Library Media Connection 28(6): 42 – 43. Thrupp, R. (2010). ICT Created Diversity in the Classroom: The Contemporary Learner. In ACEC 2010: Digital Diversity Conference. Trevor, B. (2001) ‘SAUCE.' ictnz.com. Retrieved Jan 13, 2012 from http://ictnz.com/SAUCE.htm. Read More