The 3R Orchestration Cycle: Fostering Multi-Modal Inquiry Discourse in a Scaffolded Inquiry Environment

Abstract

This paper reports on second and third iteration classroom trials of Common Knowledge (CK2 and CK3 respectively) – a pedagogical and technological innovation that supports teacher orchestration of inquiry discourse occurring in the digital CK environment and face-to-face in the classroom. CK facilitated the scaffolding of grade 5/6 students through phases of collaborative biodiversity (CK2) and astronomy (CK3) inquiry. Using tablets, students contributed to a community knowledge base that was publicly displayed on an interactive whiteboard (IWB). The IWB visualized the community’s idea flow, enabling learners to sort their ideas along socially-negotiated categories. Inquiry work done in the CK environment affected the knowledge work done in the face-to-face classroom discussions, and vice versa. We observed that teachers used an orchestration cycle of Reflect-Refocus-Release (3R) as a means of managing this blended learning environment. A comparison of teachers’ Reflect discourse structures between both iterations, indicate such patterns vary with inquiry task demands.