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Investigation: The Heart of the Learning
Posted by Stanley Communications on 3/14/2024 3:00:00 PM
A K-1-2 teacher arranges buckets of bubble solution and colorful pipe cleaners on the deck outside the classroom. Soon seven children immerse their hands and different shaped pipe cleaner creations into the buckets. The children are so engaged in their discoveries that they hardly notice passers-by. The sounds of excitement are audible: “WOW! Look at this!” One child has bent pipe cleaners into a square and is trying to make a rectangular bubble. Two boys explore bouncing bubbles, noticing how the sunlight reflects on the surface. They go on to see if they can put bubbles inside of bubbles or even objects inside of bubbles. Three children work together to create the biggest bubble possible – twisting multiple pipe cleaners together into a huge circle. Each holds a part of the huge pipe cleaner circle as they dip it into the bubble solution. Ever so carefully, they stand in unison and run together to release the ginormous bubble.
As learners, we reach a point in our curiosity when we need to act. The urge to explore, experiment, research, problem solve is too great. It is often a feeling we experience before we can even articulate this desire with words. We’re driven to find an answer. We observe and ask questions, we uncover and discover, finding answers to our questions through investigation. This learning is not linear – solutions are reached by trial and error, rethinking and retrying, clarifying and reflecting.
At Stanley, we believe that investigation is important in our classrooms and in our lives. Through investigation, learners learn how to learn. Formulating questions, recording and interpreting data, articulating conclusions, posing additional questions, problem solving, applying concepts and skills, synthesizing, communicating – all these are at the heart of good thinking and learning. Authentic investigation encourages and positions us to participate in the heart of the learning process. Through investigation, learners realize that we are problem solvers who can imagine possibilities. We come to trust that we have the capability to answer our own questions. Classrooms filled with investigation create life-long learners.
In our classrooms, we know that Investigation allows for revision of thinking and a willingness to take wrong turns. Sumant Bhat shares, “You think of one thing based on your own experience and then you realize it is more complex. That surprise drives you to want to learn more.” Investigating is engaging and meaningful. As learning becomes connected to our lives and the world, we form original interpretations and we reach novel conclusions.
At Stanley, we know that Investigation cultivates the whole learner – our imagination, reasoning, intuition and expression. Investigation takes initiative, determination, open-mindedness and follow-through. We must adapt, deal with frustrations and persevere. We learn the value of listening to others and seeing through another’s eyes. We learn to communicate with others and, when we have findings or an end product, we learn to share as experts on a topic. During investigation, we develop many sides to ourselves. And, investigation leads to us creating identities for ourselves – not just as someone who has become an expert, but as someone who investigates.
As the bubbles continue to blow and pop amidst the squeals of laughter, the K-1-2 learners engage in their experiments. Even 40 minutes later, the excitement continues. The teachers join in the excitement but hold back from adding their ideas. Instead, they actively observe and listen carefully, making note of how they’ll help students capture all that happened once they head back inside. After so much investigation, these learners will be eager to share what they found out! As learners tell the stories of their experiences, they will reach even deeper understanding.
