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Inquiry Learning

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					       Inquiry Learning
Definition of inquiry

What are the components of inquiry

Model of inquiry

Inquiry and the new curriculum

ICT and inquiry learning
Socrates believed that knowledge was vital
  and could only survive in a dynamic
  environment of human inquiry.




   The legacy of Socrates would be continued by
     Plato who set up the Academy in 387 B.C.
     in order to continue the Socratic method
     of inquiry.



       Wisdom begins in
           wonder
John Dewey said:
 “Knowledge,"   in the sense of information,
 means the working capital, the indispensable
 resources, of [for] further inquiry; of finding out,
 or learning, more things. Frequently it is treated
 as an end in itself, and then the goal becomes
 to heap it up and display it when called for.”
 “We only think when we are confronted with
 problems.”
               Inquiry Learning is.......

The investigation into an idea, question, problem or
issue.

It involves gathering information, building
knowledge and developing deep understanding.

Inquiry-based learning encompasses the
processes of posing problems, gathering
information, thinking creatively about possibilities,
making decisions and justifying conclusions.
 Elements of inquiry
Student ownership of the learning and clear
purpose

Authentic contexts, meaningful learning

An investigation into a question, problem, issue
or idea

Students construct meaning

Scaffolding to support learning

Teacher as a guide or facilitator

Knowledge creation

Action as a result of the inquiry
   What does an inquiry
   classroom look like,
    feel like and sound
             like?

Change your pair/three group

Y - Chart
                  What does it
                    look like?
                               What does it
     What does it feel
                               sound like?
          like?
     Inquiry Learning
         Models
The Big 6, (Eisenberg & Berkowitz, 2000)

Research Cycle (McKenzie)

Action Learning ( Gwen Gawith, 1983)

Sauce (Trevor Bond)

Lane Clarke’s Model

3 Doors (Gwen Gawith)

Individual Schools
The common stages of
   inquiry models
                          The Big Idea
 This is the broad concept /big idea/umbrella that will start the students
thinking.

 It provides direction within a particular curriculum area, but with a wide
focus.

 It provides the context for new learning

 Purpose:

         To engage students in the topic

         To gauge student interest and attitudes
     Tuning In/Ignite/Knowledge Attack
                     Purpose:

 To find out what students believe
(understandings/misconceptions).

 To provide opportunities for students to share
what they already know and believe

 To introduce/clarify language/key words

 To identify gaps in their knowledge

 To assist with teacher planning of the unit.
    Strategies employed
 Questioning          You tube     Representing ideas
                                         visually
         Concept mapping
                               Estimating Sharing ideas with others
         Brainstorming
                                       DVD’s
         Drawing, making diagrams
Flickr                                                      Oganising
         Listing questions -   Hypothesising/Predicting


         Listing statements          EOTC                 Listening
         Class and small group discussions -         Planning research
          Questioning
Creating the essential question:

This question should require the students to go
beyond obtaining and retelling factual
information...

It should require students to reflect on a
position, make predictions, investigate, discuss
and debate their findings.

Eg: ‘How can we prevent building the rubbish
mountain?’
Subsidiary Questions

What do you need to know in order to answer
the essential question?

The look-up-able questions

        Question rubrics
                             7 servants
  Question
                     Blooms
  starters
           Discovery/Research

                    Purpose:

 To take students beyond what they already know
and challenge their ideas, beliefs and values

 To provide authentic opportunities for students
to:




 Think          Communicate          Co-operate
Research              Sort       Sift      Oganise

Synthesize           Analyse            Record
            Strategies Employed


Watching videos - observing/interpreting

Interviewing guest speakers - questioning

Surveying - Note taking

Reading material - locating/selecting relevant material

Observing real events - Listening, viewing

Classifying key words, pictures etc - Oganising, classifying

Thinking tools: 6 hats, Blooms, Graphic Organisers,

Thinking Maps - Challenging, thinking critically, exchanging
ideas with others
             Communicate
    Presenting our answers to the essential question
    or completing our task.

    Sharing our understandings from what we have
    found out

Explaining       Reporting         Persuading

Powerpoint      Keynote      Movie maker     Brochures
Podcasting    Animation      Photo story      Kid Pix
                            Act
         Taking action, to improve the lives of others in
         our world, improving the world or sharing
         information.

         This is where students have an opportunity to
         apply their knowledge in an authentic context.

                             Taking                  Raising
Mini campaigns in the
                      recommendations to             money
  local community
                        BOT/local council
     Change own                                        Writing
     behaviour to                                      letters
                            Contacting relevant
   influence others           organisations
              Assess
 Student and Teacher Assessment

  Evaluation of effectiveness in answering
  questions.

  Evaluation of inquiry skills

  Evaluation of depth of knowledge through
  new learning
                                       Key
  Teacher Assessment             Competencies

   Self               Peer
                   Assessment      Conferencing
assessment
Improved outcomes
Higher order thinking

Lifelong learning

Information literacy skills

Problem solving

Critical thinking

Depth of understanding
   Inquiry and the new curriculum
Vision - Confident, connected, actively involved life long learners.

Principles - Learning to learn, community engagement, coherence and
future focus

Values - Community and participation, Ecological sustainability,
Integrity, Innovation, inquiry and curiosity

Key Competencies- Thinking, Using language symbols and texts,
Managing Self, Relating to others, Participating & Contributing

Effective Pedagogy - Creating a supportive learning environment,
Encouraging reflective thought and action, Enhancing the relevance of
new learning, Making connections to prior learning and Providing
sufficient opportunities to learn.

Integrated curriculum

Future Focus - Sustainability, Citizenship, Enterprise and Globalisation
Ict & Inquiry Learning

Bringing in and recording ideas and information

Sorting and linking ideas

Communication tool

Home - school partnership

				
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posted:9/29/2012
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