Today in our staff meeting we discussed ideas in relation to our new Inquiry topic of geography based on the Rugby World Cup. We came up with ideas such as an Amazing Race activity where students would complete challenges in teams based on fact finding around famous world landmarks. We had some enthusiastic discussions around what tangents we could go on, floor-to-ceiling world maps to decorate the classroom, digital literacy links and potential trips, but the conversation turned towards potential barriers for those ideas, as often the great ideas we have and the enthusiasm peters out as the inquiry progresses.
The main factors for tis included time, resources and individual knowledge. Teachers often do not have time to create the posters, booklets or physical accoutrements to accompany the inquiry, and these hurdles seem to be what drive the waning of enthusiasm on the return to the classroom. At our school this was then compounded with the lack of access to printing and laminating and availability of adequate paper, art supplies and other classroom consumables. Add to this many teachers’ unfamiliarity or perceived lack of understanding of digital technology or gaps in subject matter and the problem intensifies.
We brainstormed solutions to this problem, the main bridges to overcome these failings appeared to be working collaboratively with other teachers and at other class levels to share the load, and maintaining high expectations of our learners, both of which are referred to in the Kahikatea and Tapasa resources.
Learning Through Teaching 