Flipped Critical Inquiry: Part 2 (Application)

Flipped Critical Inquiry takes some of the best points from the Inquiry Method, Critical Thinking, and Flipped Classroom frameworks. The vision I have for application of this combined framework would tap into student curiosity and questions to drive course content in different curriculum areas, and follow up with critical thinking and analysis of the material covered. The first phase of the framework would use part of the Inquiry Method. I see this phase manifesting as a wonder wall, brainstorming activity, or even a private submission in order to assess class interests and develop a plan to incorporate it with the curriculum. The next phase would take part of the Flipped Classroom framework not only to teach concepts which can be fine-tuned later in class, but also expand student’s minds and general knowledge of the student driven content. After collecting and collating student inquiries from the first phase, I would do some research myself to find links to videos, pictures, current news, relevant articles, etc. in order to compile a list to pass on to students for research purposes. Careful consideration would be given to the amount of links disseminated at a time and try to choose some engaging/exciting resources, so that students are motivated to participate. This leads to the final phase of the combined framework, Critical Thinking. With the list of resources/links I would distribute as part of the flipped learning phase, I would attach a series of critical thinking questions to be consider when viewing the resources, such as:

• Who does this affect?

• What impact does this have on you?

• What would your life be like if it did impact you?

• What are possible implications of this ____?

• What factors should be considered in forming your opinion/judgement about this topic?

I would encourage students to consider making bullet points about the questions to help facilitate the final phase of the process, which would be discussion groups. In class, have students discuss/reflect/analyze/interpret/relate to the material viewed in small groups before moving to a class discussion. The Critical Thinking criteria and questions would be the driving points for discussion. If it is an article then ask one person per group to print it, if it is pictures then play a slide show, for the discussions. I could see the Flipped Critical Inquiry framework being used as an effective unit or lesson introduction to engage students in the material and give them the opportunity to see how their opinions and judgements may change before, during, and after the lesson/unit.