“Some of the discouragement of our natural inquiry process may come from a lack of understanding about the deeper nature of inquiry-based learning. There is even a tendency to view it as “fluff” learning. Effective inquiry is more than just asking questions. A complex process is involved when individuals attempt to convert information and data into useful knowledge. Useful application of inquiry learning involves several factors: a context for questions, a framework for questions, a focus for questions, and different levels of questions. Well-designed inquiry learning produces knowledge formation that can be widely applied.”

- Thirteen Ed Online

GPS (Global Positioning System) receivers today have become more popular with consumers. They are now commonly found in phones and cars as part of navigation systems. Today, teachers and students can use simple and relatively GPS receivers with built-in dataloggers into the “classroom” to make learning interesting. With these receivers teachers can encourage their students to undertake inquiry-based learning of their own using sophisticated but relatively inexpensive tools. GPS receivers, and its usual partner, the Geographic Information Systems (GIS) can help teachers and students integrate ICT tools into the educational process.

Students can use GPS receivers like these to also map routes, mark locations and record their observation of things along the route digitally through their digital photographs. Of course the photographs can be tagged accordingly (see here for an example of how photos are tagged to Google Maps) and using these tags students can actually try to discern patterns of spatial distribution with great accuracy. Field work and inquiry becomes easier without losing the discipline that comes with serious inquiry. With such data, it becomes easier for other students to build on data that has been collected earlier and compile new layers of data using GIS for greater in-depth study.

The inquiry-based learning process engages the students innate curiosity to spur their own learning. In inquiry-based learning students learn need to learn what data to collect, how to get that data and make sense of the data that they have collected. This represents a shift from the traditional emphasis on rote-learning, memorization and traditional Trivial Pursuit-like pen-and-paper assessments. Postman and Weingartner wrote about this approach in their biting critique of modern day education, “Teaching as a Subversive Activity”, written about forty years ago.

The inquiry-based learning is not dissimilar to the scientific approach. It begins with deciding what is it that is to be discovered? What are the questions that need answering. The second part of the process is deciding what data is to be collected and how it is to be collected. The third part of the process is the actual collection of the data. Fourthly, the analysis of the data is done to draw the appropriate conclusion of the inquiry based on the data already collected and analyzed. A reflection of the whole process as the last stage is vital too because the reflection is feedback about what went well or otherwise in the whole process. It may also lead to the need for another round of the whole process to be carried out.

Using GPS for inquiry-based learning, teachers and students will undergo the same process mentioned above. The only difference perhaps is that the information will take on a spatial dimension. Students using GPS devices can now log where, for example, different species of butterflies are found. The location where digital photographs of these butterflies are found can be automatically tagged to a very specific location through the GPS receivers.The data distribution patterns can then be studied spatially using GIS software or by displaying them on Google Maps.

Look at the tables from the Ministry of Education (MOE) of Singapore’s website on Teach Less, Learn More (TLLM) initiative. I almost wanted to rejoin the teaching service when I saw it. The MOE is going to de-emphasize drill and practice, “one-size-fits-all” instruction, grades, tests, and so on. All the things that I believe in.

But wait a minute. Why didn’t they tell us how they hope to achieve this? It is all fine to have all these goals scribed on a (virtual) wall. But how does the MOE hope to achieve this?

I can’t help a reluctance on the part of MOE to move away from the high stakes examinations that has been a permanent feature of the education system in Singapore. The success of students from Singapore in such examinations has been the benchmark used by MOE to laud itself all these years. They have even gone into examinations in a big way by setting up their own Singapore Examinations and Assessment Board (SEAB) to promote Singapore’s examination-linked brand. The iPSLE is now being sold to neighboring countries.

Will teachers bite into this new initiative? A lot will depend again on MOE. It is not enough to say it wants all these wonderful learning and teaching goals but if it still has the high stakes examinations and the related school ranking system. No teacher who wants to continue in the Singapore education service will change from what he has been essentially doing, which is, to teach to the examinations. Teaching to the examinations of course means all those things that MOE wants less of under its TLLM initiative. Teachers will continue to cover the syllabus, push for drill and practice and rote-learning, continue to teach set formulae and expect standard answers. Their teaching mode will continue to be one of dispensing information. High stakes examinations don’t reward teachers and students to do what TLLM wants them to do. Just stick to the examination-type questions and answers. Students, teachers and principals will continue to fear failure.

The MOE must make a clear signal to all. It can’t pretend all the TLLM goals can be achieved as long as high stakes examinations continue as it is today. Even if changes are made to these examinations through the inclusion of project work the way it is done now,with its direct link to the students’ summative evaluation, it will only serve to emphasize that all learning is for the final results at the end of the academic year. Project work should be encouraged not just to see if students can do another type of assessment but more because it is to encourage deeper learning through inquiry. Teachers are not dumb neither are the students. They will see a summative assessment in whatever bottle it appears in.

All the goals stated under TLLM must be accompanied by appropriate changes to the assessment modes. Alternative assessment modes must be used throughout the year rather than on a seasonal basis as it is done today in Singapore schools. The assessment modes should be able to capture the deep learning and understanding that is called for under the TLLM initiative.

It would be nice to hear from MOE how it plans to go about doing all these. Changing the course in education for Singapore involves more than just stating goals. Just how does MOE plan to get there? Right now the clear destination for all teachers, principals and parents in Singapore is to continue holding their course and head for the next end-of-year examinations. MOE needs to reset its compass and chart new routes and take on new supplies if it hopes to get where it wants to go.

There are many international schools in Southeast Asia today and more are added each year. This reflects both the impact of globalization which has led to the growth of a large expatriate population in Southeast Asian countries and also a growing demand for good quality education from Asian parents. For many Southeast Asian parents, international schools means quality education for their children.

However, international schools do have a serious problem with regards to their teachers professional development. Many of these schools do not have on their staff trained and qualified teachers. Many of them are taken from the expatriate population that already live in the various Southeast Asian cities. Although I am not implying that untrained teachers make for bad teaching, it would be even better if such teachers are given a concerted and systematic training program with all the basic skills that they need as professional teachers.

Such experience and knowledge can make the classroom learning even more relevant for the students. A widening of the students’ horizons can and should be expected through such teachers. Students will be exposed to a more cross cultural perspective of things. A basic teacher training program can help such teachers be even more effective as agents for a truly global world.

Furthermore, studies have shown that teachers are more likely to stay if they feel that they can affect the outcome of the learning in the classrooms. Trained teachers would be better equipped with the tools and repertoire of skills that will help them exert a more positive impact on what goes on in the classrooms. Teacher training programs although can be costly, can actually contribute positively to the overall quality of the teachers in the school.

Click on this link if you want to learn more about enhancing teacher professional practice.