Conclusion:

When Inquiry Leaves the Classroom

By Rebecca Cummings

I recently had an email from the parent of one of my students. She wanted to send me some pictures of her daughter’s bean plant. The project has been over since the fall, but apparently Nicole’s bean plant had no intention of being “finished.” This is a photograph of her plant, now producing beans of its own. I thought how wonderful this is as I try to conclude this process that I know will never be finished. I began three years ago thinking that maybe if I could inspire the students to enjoy the natural world around them it would help them to attach some meaning to their work. I certainly wanted to attach meaning to mine as well. I had no idea that the inquiry work would spread and flourish just as this plant did!

I find myself using this method in all subject areas and finding time to give them space to think a problem through rather than rushing them into an objective. I feel like I exceeded my initial goal and want to continue.

This grant work I am doing through Rivier College has not only provided me with the tools I needed to accomplish such interesting things with the science curriculum, but it has allowed me to collaborate with teachers throughout the state, write about and publish my reflections, even help to present a workshop to my peers at Pelham Elementary School. I was able to collaborate with Orlene Hagedorn last year and soak up her years of experience in teaching science and now mentor a newer teacher, Laurel Plouffe, at a different grade level.

I think instead of “So what?” I want to ask “What’s next?”

I can’t wait to continue this work in my classroom as I watch students like Nicole take such pride in their findings. I’ve seen students discover that they can be successful in science when they had been labeled unsuccessful in other areas. They may not score high on the textbook quizzes, but their drawings are so detailed they can convey their knowledge in other ways and I can grade them on those skills.

This portfolio project has allowed me to pull together just a piece of what we are doing, but it has also helped me to realize that there is more work to do.

I want to help other teachers discover this tool that can be more useful than time consuming and more meaningful for the students than we often realize.

All you really need to get them started is the right question and materials… and the simple desire to wonder along with your class.

Rebecca Cummings, January 2010