The URGE to Inquire

Since the dawn of time, humans have been plagued by urges: primal urges, creative urges, instinctual urges, relational urges…When we have an urge we are propelled to act by either delving into the urge, or repressing it. Learning urges are a necessary part of inquiry. Urgency in learning tells us that we must take action to know more or do more to find out or come to a new understanding. Urges move us forward in the construction of meaning – they are like itches that have to be scratched. If we don’t tend to our urges we can become disengaged or even resentful. In today’s world, when a learner isn’t given the room to follow his/her urges, they often say, “I’m bored.”

When educators see themselves as learning architects who are designing learning spaces built on a strong curricular foundation for learners to inquire and construct meaning while developing skills, they must be open to exploring how to create urgency in learning by both igniting and propelling the urge to inquire.

How do learning architects create urgency within curriculum?

First, they define the inquiry purpose by clearly knowing what knowledge is essential for the learner to come away with after all is said and done. They do away with all the fluff – there’s no urgency in that. Then, they design provocations, opportunities and open-ended engagements that ignite the fire of urgency by inviting learners to connect, explore, wonder, puzzle, collaborated, problem solve, think and apply. They carefully plan opportunities for skills that fit the concept to be introduced, practised and/or mastered.

The learning architect also knows the importance of sharing/modelling their own learning urgency by literally selling the curriculum to the learner so they buy in with their learning currency. Curriculum is much like stock – learning architects are the designers and marketers of that stock and learners are the investors. The more the learner feels the urge invest in the curriculum stock, the higher the learning yield will be.

Finally, learning architects know that less IS more. Because they see curriculum AS architecture, they understand the importance of careful design in the learning process so that learners have plenty of space to explore and construct meaning. Learning architects do away with the seemingly but usually unconnected laundry list of activities and instead design open learning structures that invite the learner to take on the meaning construction process. The learning architect coaches and guides the learner by carefully providing the structural support that a learner needs to grow and thrive.

About Tanya de Hoog

Tanya de Hoog is an educator of 20 years. She is passionate about the inquiry stance and constructivist learning. Tanya has taught a range of grades, and is currently a curriculum coordinator, administrator and workshop facilitator for IBA (PYP). A constructivist at heart, Tanya enjoys collaborating with other educators to design and build curriculum, and reflect on best practices for teaching and learning.
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One Response to The URGE to Inquire

  1. msgratton says:

    “Urges… are like itches that need to be scratched” – I like that!
    When we have learned something new, or how one idea connects to another, we feel satisfied. Inquiry learning gives our students a sense of autonomy and accomplishment that propels them forward on a path of self awareness, independence and responsibility.

    Like

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