Discovery vs. Sustained inquiry

Discovery vs. Sustained Inquiry:

Investigating Which Approach Best Facilitates “Deep-Rich Learning”

By Cassandra Wilson

Kath Murdoch argues that children obtain “deep-rich learning” via a “personalized inquiry,” model or more simply put, “discovery” model of learning and teaching. Essentially this means providing students with autonomy over their learning by allowing and encouraging them to pose questions, and discover the answers through whatever means fits them individually. This is largely a student-led space for learning. Garfield Gini-Newman however, endorses a model of “sustained inquiry” to obtain “deep-rich learning”, through a similar philosophy of ‘learning through wonder’, but instead of leaving students to their own devices, teachers take on a more proactive role, guiding students in the right directions. This is more accurately a teacher-led space for learning, with a dash of autonomy for students. But, which philosophy really facilitates “deep-rich” learning? In order to more accurately determine which is more accurate, we must first examine the criteria of “deep-rich learning”, which I will refer to as DRL in this paper from here forward. I will also be providing a score between 0 and 4, 0 being “not at all accurate”, and 4 being “highly accurate”, or basically unarguably true. At the end of this investigation I will provide a total score for each, and the winner will arbitrarily be crowned the best model for DRL!

“Deep-rich learning”, or DRL occurs when the following criteria are met:

Students explore authentic and relevant “big ideas” embedded in the curriculum,

students judge the merits of possible options in light of criteria and make judgements based on criteria,

the three C’s- “critical, creative, and collaborative” thinking drives student learning,

students play an active role in the learning process,

and learning is conceptual and transferable (AKA curriculum connected).

Let’s investigate. The first criteria for DRL where students explore the big ideas embedded in the curriculum is not present in Kath Murdoch’s Discovery Model, since students are not provided with a scope, and the teacher is only to ask questions if invited by the students. In my opinion, the Discovery model does not fit the first criteria for DRL by this definition, and for this reason I have awarded Murdoch a score of 1, meaning “a little accurate”. In conjunction, Garfield’s philosophy of Sustained Inquiry does accurately embody the first criteria of DRL, because teachers are guiding their students by asking questions. In Garfield’s approach, teachers ask the essential questions from the curricular outcomes, and students generate their own sequential questions for investigation. By this definition, I’d say Garfield’s approach is highly accurate, awarding him a 3 or, “accurate”.

Round 1: Murdoch 1 - Garfield 3

The second criteria for DRL is when students make meritable judgements based on the criteria of whatever they’re exploring. Since Kath Murdoch’s model provides essentially no explicit criteria and/or scope, I do not believe that DRL is achieved once again, since students would not even know how to make a meritable judgement, because they have not been taught! For this lack of effective critical thinking, I award Murdoch a 0 or, “not at all accurate” by this definition. Garfield’s model of sustained inquiry on the other hand fully embodies the value of meritable judgements, and students are scaffolded with helpful tips for weighing pros and cons to make their judgements. For this I am awarding Garfield a juicy 4 or, “highly accurate”.

Round 2: Murdoch 0, Garfield 4

The third criteria for DRL occurs through the three C’s (critical, creative, and collaborative) to drive student learning. This time I would argue that Kath Murdoch’s model embraces this ideal since the three C’s are definitely present. Murdoch believes that students create and/or learn basically whatever they feel inclined to, and the teacher is there to assist or fulfill the collaboration criteria IF the student wants them there. For this reason, I am going to be generous and award Murdoch a 2 or, “somewhat accurate”, because I still feel like her discovery model is inept because if students haven’t been taught how to learn or what to learn, they won’t know how to be critical, or creative, or value collaboration as effectively as a student who is in a less severe student-led environment. Once again, Garfield knocks it out of the park with another 4 since the three C’s are basically his entire approaches underpinnings. Collaboration is ultra-valued in a sustained inquiry modelled classroom, allowing students to learn better! A domino-effect then occurs because students will be more likely to be creative and think more critically when they are more informed.

Round 3: Murdoch 2, Garfield 4

The forth criteria is easier to pinpoint since it easily states that students either play an active role in the learning process, or they don’t. For Kath Murdoch’s discovery model, students are essentially uninstructed and are encouraged to engage and explore for their own learning. For this I am awarding Murdoch her own juicy 4 for this criteria. Garfield’s model of sustained inquiry also exceptionally advocates that students play an active role in the learning process since students are simply engaging in and exploring content that their teacher has led them to. Students play an active role in the learning process, but I supposed not as much as in Murdoch’s model, so for that I will award Garfield a 3, simply because I supposed students might arguably play less of a role in sustained inquiry vs. discovery model.

Round 4: Murdoch 4, Garfield 3

The fifth and final criteria of DRL refers to the transferability of content between other curriculums (ie. curriculum connected). For Kath Murdoch’s model, it is difficulty to outrightly determine because the content is fully determined by the student body and therefore might include transferable content, but it is not explicitly guaranteed. For the sake of neutrality I will award Murdoch a 2 for this round. Garfield’s model of sustained inquiry however, transferability for content between curriculums is nearly 100% guaranteed because the teacher strategically guides students to the transferable content that is most valuable for DRL. In Garfield’s sustained inquiry approach, students naturally develop a sense of value for meaningful things under the guidance of their teacher, making their learning co-constructed. Once again Garfield deserves a juicy 4 for this criteria.

Round 5: Murdoch 2, Garfield 4

Total Average (rating): Murdoch 1.8, Garfield 3.6

Through this cutthroat investigation I have determined that Garfield’s model of sustained inquiry is the best approach for facilitating “deep-rich learning”, with an average of 3.6 out of 5. In all fairness, Kath Murdoch’s approach has the right intentions and would likely produce some sense of DRL, but it pales in comparison to the useful and necessary guidance from educators, which is present in a sustained inquiry model.