I love that O'Brien (the teacher) had to work really hard to not tell students the secret of the hot sweaters after several days of frustrating experiments. It really helped me to see a teacher trying out inquiry for the first time, and struggling with it. Most examples of inquiry-based learning seem to flow happily from one question and project to another. Students are motivated, curious and magically coming up with terrific ideas. I know that in real life, sometimes students don't come up with high quality activities. They might come up with fantastic questions, but need a little direction in the application/experimentation department.
Deb O'Brien had to resist the instinct to "give away the answer" after one...or two...or three...failed experiments. The kids were frustrated, but since they still clung to their misconceptions about sweaters and hats creating heat, she had to let them experience total disequilibrium with their understanding. Even still, a few students stubbornly (and bravely) stuck to their theories when O'Brien drew a line in the sand.
O'Brien's classroom gave me a look into the first steps of creating an inquiry-based classroom. She did not re-vamp her whole curriculum. She did not even try to bring in other teachers for cross-curricular involvement. She just spent a week, or less than a week, letting students come to terms with their misconceptions. She probably followed her original curriculum once they were "ready." But now, she knew exactly where they were coming from, and how strongly they felt about it!
I could do this. Most inquiry-based lessons honestly freak me out, but this is a nice balance - a starting point.
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