Inquiry Framework
Dunham focuses on process: learning how to learn. We are an inquiry-based learning school. Our teachers are skilled in working at different ability levels within a single classroom, and skilled in teaching investigation.
The content each academic year is rooted in a particular time cycle and there are five of these cycles. For example, 2010/11 has covered 1800-1945 CE, and 2011/12 will cover 1945 to the present. The cycle beginning in 2012/13 ranges from the Big Bang to 500 BCE. Each year, we provide a very rich curriculum structure that cycles through major topics -- such as history, biology, physics, social science, chemistry, earth sciences, astronomy, literature -- in 6 or 7 week units, followed by a break of one or two weeks. The inquiry framework permits students to learn material independently, and at their own pace, in a non-repetitive way.
At the younger grades (K-3), the teachers select the particular content that is presented druing inquiry. For example, during the time period of 1800-1945 for an astronomy unit, the teacher might focus on the solar system, and select as content: the size and configuration of the solar system, what was known about it during 1800-1945, who the scientists were, and what the tools and discoveries of the era were, and a comparison to current knowlege about size and configuration of the solar system. In addition to basic conceptual and factual information regarding astronomy, the teacher will pose a specific problem about astronomy, which their students will work on separately during the inquiry period, using tools provided by their teacher as they research the problem, settle on solutions, and create their reports and oral presentations.
At the upper grades, 4-8, the precise curriculum content during each inquiry unit is increasingly selected by the students. For example, during an inquiry unit on philosophy durng 1800-1945, our 4th/5th students might be given a list of philosophers to chose from, and provided with the major questions that they will need to answer about their chosen philosopher. The source materials are primarily selected by the teacher. The students research their philosopher, then produce a report, which is most often a written report. During the inquiry period, the students will learn about the broader context of philosophy -- into which their more focused research fits -- because their teacher provides a broader overview of philosophical concepts and philosophers living and working in the era. Students also learn other facts from their classmates' oral presentations at the end of each inquiry period. Starting around 4th grade, students begin to work actively with their core teacher on time management and organizational skills for their more complex projects.
By 6th through 8th grade, for a similar unit on biology in 1800-1945, the students, rather than their teacher, select the particular topic they wish to explore in the area of biology -- either from a list suggested by the teacher, or one of their own. Students independently identify the sources used to investigate their topic, with teacher assistance in ensuring that sources are reliable. Students also decide upon the format in which they are going to present their investigatory product. Choices range widely: a Power Point slide show; a live or filmed demonstration; a scale model; a posterboard report; a play; a website, etc. Students also establish the timeline within which to complete their project, and their teacher helps monitor progress, if required. As in the other classes, when a unit of inquiry ends, upper level students orally present their research to the entire school, with demonstrations if applicable, and they field questions from teachers, other students, and parents regarding their project.
In short, our students cover a vast amount of academic content each year, and the precise content varies from inquiry period to inquiry period, as well as from year to year. Teachers focus on process -- ensuring students learn reading/reading comprehension, writing, research, time management, critical analysis, quantitative thinking, and communication skills. These are the tools that are required to explore, fully understand, and communicate to others any topic. At the lower levels, teachers specifically select content - both the topics and sources. At the upper levels, students are increasingly involved in choosing topics (within the curriculum framework) as well as the sources used to investigate those topics.
There is no formal structure within the school for physical hands-on experimentation, or for building and construction, or for visual or performing arts. They do take place. Teacher discretion combined with class interest influences when and whether live demonstrations occur, hands on experiments take place, artwork is created, or plays/drama get produced. At least once each year, the upper level students do a “science fair” type project during a unit of inquiry. Historically there have been annual plays, talent shows, and/or music performances, occasionally with the entire school participating.
The content each academic year is rooted in a particular time cycle and there are five of these cycles. For example, 2010/11 has covered 1800-1945 CE, and 2011/12 will cover 1945 to the present. The cycle beginning in 2012/13 ranges from the Big Bang to 500 BCE. Each year, we provide a very rich curriculum structure that cycles through major topics -- such as history, biology, physics, social science, chemistry, earth sciences, astronomy, literature -- in 6 or 7 week units, followed by a break of one or two weeks. The inquiry framework permits students to learn material independently, and at their own pace, in a non-repetitive way.
At the younger grades (K-3), the teachers select the particular content that is presented druing inquiry. For example, during the time period of 1800-1945 for an astronomy unit, the teacher might focus on the solar system, and select as content: the size and configuration of the solar system, what was known about it during 1800-1945, who the scientists were, and what the tools and discoveries of the era were, and a comparison to current knowlege about size and configuration of the solar system. In addition to basic conceptual and factual information regarding astronomy, the teacher will pose a specific problem about astronomy, which their students will work on separately during the inquiry period, using tools provided by their teacher as they research the problem, settle on solutions, and create their reports and oral presentations.
At the upper grades, 4-8, the precise curriculum content during each inquiry unit is increasingly selected by the students. For example, during an inquiry unit on philosophy durng 1800-1945, our 4th/5th students might be given a list of philosophers to chose from, and provided with the major questions that they will need to answer about their chosen philosopher. The source materials are primarily selected by the teacher. The students research their philosopher, then produce a report, which is most often a written report. During the inquiry period, the students will learn about the broader context of philosophy -- into which their more focused research fits -- because their teacher provides a broader overview of philosophical concepts and philosophers living and working in the era. Students also learn other facts from their classmates' oral presentations at the end of each inquiry period. Starting around 4th grade, students begin to work actively with their core teacher on time management and organizational skills for their more complex projects.
By 6th through 8th grade, for a similar unit on biology in 1800-1945, the students, rather than their teacher, select the particular topic they wish to explore in the area of biology -- either from a list suggested by the teacher, or one of their own. Students independently identify the sources used to investigate their topic, with teacher assistance in ensuring that sources are reliable. Students also decide upon the format in which they are going to present their investigatory product. Choices range widely: a Power Point slide show; a live or filmed demonstration; a scale model; a posterboard report; a play; a website, etc. Students also establish the timeline within which to complete their project, and their teacher helps monitor progress, if required. As in the other classes, when a unit of inquiry ends, upper level students orally present their research to the entire school, with demonstrations if applicable, and they field questions from teachers, other students, and parents regarding their project.
In short, our students cover a vast amount of academic content each year, and the precise content varies from inquiry period to inquiry period, as well as from year to year. Teachers focus on process -- ensuring students learn reading/reading comprehension, writing, research, time management, critical analysis, quantitative thinking, and communication skills. These are the tools that are required to explore, fully understand, and communicate to others any topic. At the lower levels, teachers specifically select content - both the topics and sources. At the upper levels, students are increasingly involved in choosing topics (within the curriculum framework) as well as the sources used to investigate those topics.
There is no formal structure within the school for physical hands-on experimentation, or for building and construction, or for visual or performing arts. They do take place. Teacher discretion combined with class interest influences when and whether live demonstrations occur, hands on experiments take place, artwork is created, or plays/drama get produced. At least once each year, the upper level students do a “science fair” type project during a unit of inquiry. Historically there have been annual plays, talent shows, and/or music performances, occasionally with the entire school participating.
