Inquiry Learning
PITA	
  2013	
  
October	
  25	
  
Faye	
  Brownlie	
  
www.slideshare.net/fayebrownlie	
  
Learning Intentions
•  I	
  have	
  a	
  beAer	
  understanding	
  of	
  inquiry	
  based	
  
teaching	
  and	
  learning	...
Inquiry based teaching …
• 
• 
• 
• 
• 

Is	
  problem	
  or	
  quesJon	
  driven	
  
Encourages	
  collaboraJon	
  
Makes...
Inquiry based teaching …
•  Requires	
  explicit	
  teaching	
  of	
  social	
  skills	
  and	
  
comprehension	
  skills	...
•  American	
  5th	
  graders	
  spend	
  91%	
  of	
  their	
  day	
  
either	
  listening	
  to	
  a	
  teacher	
  talk	...
•  10	
  years	
  aYer	
  high	
  school,	
  graduates	
  who	
  had	
  
honed	
  their	
  teamwork	
  skills	
  while	
  ...
•  CreaJng	
  meaningful	
  and	
  ambiguous	
  tasks	
  that	
  
reflect	
  how	
  knowledge	
  is	
  used	
  in	
  the	
 ...
Sarah	
  says	
  that	
  when	
  she	
  babysits,	
  she	
  earns	
  $5	
  
an	
  hour	
  plus	
  a	
  flat	
  rate	
  of	
...
Brian	
  babysits	
  as	
  well.	
  	
  He	
  earns	
  $7.50	
  an	
  hour.	
  	
  
Show	
  Sarah's	
  wage	
  and	
  Bria...
Inquiry Circles on Mesopotamia
•  Fishbowl	
  of	
  inquiry	
  circles	
  

–  Read	
  to	
  find	
  what’s	
  important	
 ...
The 10
A Scholastic Series for Inquiry
Editor: Jeff Wilhelm
•  100	
  Jtles	
  grades	
  6-­‐10	
  
•  50	
  Jtles	
  grad...
What is the smartest
adaptation?
How do animals adapt?
Teacher Collaboration
•  Mary	
  Neto,	
  Tina	
  Sikkes	
  and	
  Teresa	
  Monkman	
  	
  
•  English	
  teachers	
  and...
World	
  Religions	
  

hAp://thumbs.dreamsJme.com/thumb_364/12343866757iqVcG.jpg	
  
A/B	
  Partner	
  
My	
  partner,	
  __________,	
  and	
  I	
  
decided	
  who	
  would	
  be	
  A	
  and	
  who	
  
woul...
EssenJal	
  QuesJon	
  -­‐	
  	
  

How	
  might	
  religious	
  beliefs	
  
nega7vely	
  impact	
  	
  human	
  
behaviou...
While	
  looking	
  at	
  the	
  image	
  think	
  about	
  this	
  EssenJal	
  QuesJon	
  –	
  	
  

How	
  might	
  reli...
hAp://markwadestone.files.wordpress.com/2009/09/kkk2.jpg	
  
hAp://radiocrisJandad.files.wordpress.com/2007/05/kingdom-­‐of-­‐heaven-­‐jersusalem-­‐crusader-­‐knight.gif	
  
From	
  Niwhts’ide’niHibi’it’en:	
  The	
  Ways	
  of	
  Our	
  Ancestors	
  (p.261)	
  	
  
hAp://rabbijaffe.today.com/files/2009/08/holocaust-­‐children.jpg	
  
hAp://www.gosai.com/krishna-­‐talk/graphics/burning.jpg	
  
hAp://mikeely.files.wordpress.com/2008/09/wtc1JlJngfromsouth.jpg	
  
What	
  do	
  you	
  noJce	
  about	
  
these	
  images?	
  
Some	
  things	
  my	
  partner,	
  ____________,	
  and	
  I	
  
no7ced	
  about	
  the	
  image	
  of	
  __________	
  a...
Religion	
  and	
  Conflict	
  
• 
• 
• 
• 
• 
• 
• 

Extremism	
  
Terrorism	
  
Racism	
  	
  
War	
  
Ethnic	
  cleansin...
hAp://www.gnrc.net/mm/image/Kids_prayer_ecuador.JPG	
  
Something	
  to	
  think	
  about	
  –	
  	
  

How	
  might	
  religious	
  beliefs	
  
posi7vely	
  impact	
  	
  human	...
How	
  might	
  religious	
  beliefs	
  posi7vely	
  
impact	
  	
  human	
  behaviour?	
  
Brainstormed	
  ideas	
  from	...
How	
  might	
  religious	
  beliefs	
  negaJvely	
  impact	
  
human	
  behavior?	
  -­‐	
  Amanda	
  
What?	
   	
   	
 ...
3.  School	
  

-­‐taught	
  by	
  priest	
  

-­‐all	
  naJve	
  
4.  Striped	
  pajamas	
  

-­‐taught	
  by	
  white	
 ...
How	
  might	
  religious	
  beliefs	
  posiJvely	
  
impact	
  human	
  behavior?	
  -­‐	
  Amanda	
  
• 
• 
• 
• 

Being...
What?	
  

So	
  What?	
  

Cross	
  on	
  fire	
  
Group	
  of	
  people	
  with	
  hoods	
  and	
  crosses	
  
on	
  cloa...
+	
  impact?	
  
• 
• 
• 
• 
• 

Something	
  to	
  believe	
  in	
  
Something	
  to	
  do	
  
InspiraJon	
  
Connects	
 ...
Questioning from Pictures
Marco Cianfanelli, of
Johannesburg, sculptor
50	
  ten	
  metre	
  high	
  laser	
  cut	
  steel	
  plates	
  set	
  into	...
How	
  can	
  I	
  help	
  my	
  students	
  see	
  geography	
  
as	
  an	
  opportunity	
  to	
  problem	
  solve,	
  to...
Essential Questions
 What	
  stories	
  do	
  these	
  data	
  or	
  this	
  chart,	
  
graph,	
  or	
  map	
  tell?	
  	...
The	
  Plan:	
  
•  Co-­‐create	
  criteria	
  for	
  measuring	
  quality	
  of	
  
human	
  life	
  
•  Model	
  how	
  ...
Emma	
  
“I	
  hate	
  you.	
  	
  You’re	
  such	
  an	
  idiot!”	
  	
  The	
  back	
  
door	
  slammed	
  loudly.	
  	
...
Heavy	
  footsteps	
  moved	
  quickly	
  though	
  the	
  
house	
  and	
  then	
  the	
  front	
  door	
  opened	
  and	...
Jose	
  
Turning	
  over	
  on	
  the	
  woven	
  sleeping	
  mat,	
  Jose	
  bumped	
  
into	
  his	
  younger	
  brother...
•  Brownlie,	
  Fullerton,	
  Schnellert	
  –	
  It’s	
  All	
  about	
  Thinking	
  –	
  
Collabora7ng	
  to	
  support	
...
Pita inquiry
Pita inquiry
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Pita inquiry
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Pita inquiry
Pita inquiry
Pita inquiry
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Pita inquiry
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Pita inquiry

  1. 1. Inquiry Learning PITA  2013   October  25   Faye  Brownlie   www.slideshare.net/fayebrownlie  
  2. 2. Learning Intentions •  I  have  a  beAer  understanding  of  inquiry  based   teaching  and  learning   •  I  have  a  plan  to  determine  which  social  and   thinking  skills  my  students  need,  and  a  plan  to   explicitly  teach  these   •  I  have  an  inquiry  based  strategy  to  try  
  3. 3. Inquiry based teaching … •  •  •  •  •  Is  problem  or  quesJon  driven   Encourages  collaboraJon   Makes  kids  into  explorers  and  discoverers   Requires  kids  to  think   Puts  teachers  in  nonconvenJonal  roles   –  Steph  Harvey  and  Harvey  Daniels,  2009  
  4. 4. Inquiry based teaching … •  Requires  explicit  teaching  of  social  skills  and   comprehension  skills   •  Is  open-­‐ended   •  Is  inclusive   •  Can  permeate  a  day   •  Is  fun  
  5. 5. •  American  5th  graders  spend  91%  of  their  day   either  listening  to  a  teacher  talk  or  working   alone.     –  (Pianta  &  Belsky,  2007).  
  6. 6. •  10  years  aYer  high  school,  graduates  who  had   honed  their  teamwork  skills  while  sJll  in  high   school  had  significantly  higher  earnings  than   those  who  failed  to  do  so.   –   (Science  Daily  2008).  
  7. 7. •  CreaJng  meaningful  and  ambiguous  tasks  that   reflect  how  knowledge  is  used  in  the  field   •  Engaging  students  in  acJve  learning  so  they   will  apply  and  test  what  they  know   –  Powerful  Learning:    What  We  Know  about   Teaching  for  Understanding  (2008)   Darling-­‐Hammond,  Pearson,  Barron,  Schoenfeld  
  8. 8. Sarah  says  that  when  she  babysits,  she  earns  $5   an  hour  plus  a  flat  rate  of  $10  to  feed  the   children  dinner.    How  can  you  represent   relaJon  this  in  an  equaJon?  Sarah  earned  $45   for  babysieng  on  Saturday.    How  many  hours   did  she  work?    How  did  you  figure  it  out?  
  9. 9. Brian  babysits  as  well.    He  earns  $7.50  an  hour.     Show  Sarah's  wage  and  Brian's  wage  on  a   graph.    Which  mode  of  payment  would  you   prefer,  and  why?    Use  the  graph  to  explain   your  thinking.  
  10. 10. Inquiry Circles on Mesopotamia •  Fishbowl  of  inquiry  circles   –  Read  to  find  what’s  important  and/or  interesJng  and   defend  with  2  pieces  of  evidence  -­‐  “because”   •  •  •  •  Co-­‐create  criteria  for  effecJve  group   Assign  students  to  topic  groups   Students  read  to  choose  ‘the  best  invenJon’   In  groups,  each  talks  by  supporJng  his/her   opinion  with  evidence   •  With  Sue  Jackson,  Minnekhada  
  11. 11. The 10 A Scholastic Series for Inquiry Editor: Jeff Wilhelm •  100  Jtles  grades  6-­‐10   •  50  Jtles  grades  4-­‐8   Smartest Adaptations in Nature -Scholastic  
  12. 12. What is the smartest adaptation? How do animals adapt?
  13. 13. Teacher Collaboration •  Mary  Neto,  Tina  Sikkes  and  Teresa  Monkman     •  English  teachers  and  librarian   •  Smithers  Secondary  School   •  UDL,  Backwards  Design,  AFL   •  What/so  what?   •  EssenJal  quesJon  
  14. 14. World  Religions   hAp://thumbs.dreamsJme.com/thumb_364/12343866757iqVcG.jpg  
  15. 15. A/B  Partner   My  partner,  __________,  and  I   decided  who  would  be  A  and  who   would  be  B  in  a  religious  kind  of  way   by  ______________.  Therefore   _______  is  A  because   __________________________  
  16. 16. EssenJal  QuesJon  -­‐     How  might  religious  beliefs   nega7vely  impact    human   behaviour?  
  17. 17. While  looking  at  the  image  think  about  this  EssenJal  QuesJon  –     How  might  religious  beliefs  nega7vely  impact    human  behaviour?   What?   1.   2.   3.   4.   5.   6.   So  What?  
  18. 18. hAp://markwadestone.files.wordpress.com/2009/09/kkk2.jpg  
  19. 19. hAp://radiocrisJandad.files.wordpress.com/2007/05/kingdom-­‐of-­‐heaven-­‐jersusalem-­‐crusader-­‐knight.gif  
  20. 20. From  Niwhts’ide’niHibi’it’en:  The  Ways  of  Our  Ancestors  (p.261)    
  21. 21. hAp://rabbijaffe.today.com/files/2009/08/holocaust-­‐children.jpg  
  22. 22. hAp://www.gosai.com/krishna-­‐talk/graphics/burning.jpg  
  23. 23. hAp://mikeely.files.wordpress.com/2008/09/wtc1JlJngfromsouth.jpg  
  24. 24. What  do  you  noJce  about   these  images?  
  25. 25. Some  things  my  partner,  ____________,  and  I   no7ced  about  the  image  of  __________  are:   ______________________   ____________________________________  
  26. 26. Religion  and  Conflict   •  •  •  •  •  •  •  Extremism   Terrorism   Racism     War   Ethnic  cleansing   Genocide   Oppression  /  Control    
  27. 27. hAp://www.gnrc.net/mm/image/Kids_prayer_ecuador.JPG  
  28. 28. Something  to  think  about  –     How  might  religious  beliefs   posi7vely  impact    human   behaviour?  
  29. 29. How  might  religious  beliefs  posi7vely   impact    human  behaviour?   Brainstormed  ideas  from  students  -­‐     •  •  •  -­‐  -­‐  -­‐  -­‐  -­‐  -­‐  Help  others  in  need   Find  peace  if  you’re  worried   Sin  go  to  hell  /  be  good  go  to  heaven   InspiraJon   Connects  people   Encourages  peace,  love  and  unity   Something  to  believe  in  –     Places  that  offer  support  –  caring  for  others   Forces  us  to  be  beAer  people  
  30. 30. How  might  religious  beliefs  negaJvely  impact   human  behavior?  -­‐  Amanda   What?               1.  Crosses  on  fire   So  What?   -­‐very  strongly  with   religion  maybe   someone  commiAed   a  sin  and  they  want   them  to  be  disposed    -­‐wearing  robes  and  hoods   -­‐do  not  want  to  be  seen   2.  Wearing  Jerusalam  sign    -­‐wearing  all  white   -­‐maybe  out  to  kill  from   other  religions   -­‐a  religious  colour      
  31. 31. 3.  School   -­‐taught  by  priest   -­‐all  naJve   4.  Striped  pajamas   -­‐taught  by  white  priest,  the   ways  of  white  man   -­‐maybe  from  a  Nazi  death  camp   -­‐behind  lots  of  barbed  wire   -­‐wearing  something  on  heads   -­‐being  kept  in  for  their  religion   -­‐for  religion  maybe   5.  Girl  being  burned   -­‐because  she  was  not  a  ChrisJan   -­‐holding  cross  in  front  of  her   face   -­‐so  it  is  the  last  thing  she  sees   and  knows  her  sin  
  32. 32. How  might  religious  beliefs  posiJvely   impact  human  behavior?  -­‐  Amanda   •  •  •  •  Being  people  together   Let  people  believe  in  something   Bring  people  peace  of  mind   Can  create  a  safe  environment  and  let  you  be   with  people  who  are  like  you  
  33. 33. What?   So  What?   Cross  on  fire   Group  of  people  with  hoods  and  crosses   on  cloaks   White  cloaks   Don’t’  believe   Protest  against  ChrisJans   In  a  field  going  somewhere   Cult?   ChrisJanity?   Soldier   Ginger  hair   Crosses  on  robe,  cape,  shield   Has  a  sword   Olden  Jmes  -­‐  knight   ChrisJan   Knight   Same  religion  in  one  place   Boys  and  girls  standing  on  stairs   Man  with  cross   Uniforms   Same  hair  cut  for  girls   Same  hair  cut  for  boys   ChrisJan   At  school   Boy  and  girl  school  
  34. 34. +  impact?   •  •  •  •  •  Something  to  believe  in   Something  to  do   InspiraJon   Connects  people   Encourages  peace,  love  and  unity  
  35. 35. Questioning from Pictures
  36. 36. Marco Cianfanelli, of Johannesburg, sculptor 50  ten  metre  high  laser  cut  steel  plates  set  into   the  landscape,  represen5ng  the  50  year   anniversary  of  when  and  where  Mandela  was   captured  and  arrested  in  1962  (prior  to  his  27   years  of  incarcera5on).  Standing  at  a   par5cular  point  (presumably  the  spot  where   the  people  are  standing  in  Photo  #2),  the   columns  come  into  focus  and  the  image  of   Mandela  can  be  seen.    At  Natal  Midlands  
  37. 37. How  can  I  help  my  students  see  geography   as  an  opportunity  to  problem  solve,  to   address  the  impact  of  geographical   features  on  people’s  lives…?       Catriona  Misfeldt  in    It’s  All  about  Thinking  (English,   Social  Studies  &  HumaniDes)  2010  
  38. 38. Essential Questions  What  stories  do  these  data  or  this  chart,   graph,  or  map  tell?    Whose  stories  are   they?    What  data  are  the  most  revealing  and   representaJve  of  the  quality  of  life?    Catriona  Misfeldt,  MacNeil  Secondary  
  39. 39. The  Plan:   •  Co-­‐create  criteria  for  measuring  quality  of   human  life   •  Model  how  to  underline  phrases  that  might   affect  the  quality  of  a  life   •  Students  read  and  underline  phrases  from  2   different  case  studies   •  Students  record  +  and  –  factors  affecJng  life   •  Exit  slip  –  definiJon  of  a  good  life  
  40. 40. Emma   “I  hate  you.    You’re  such  an  idiot!”    The  back   door  slammed  loudly.    Emma  opened  her  eyes   quickly  and  pulled  up  her  soY  comforter.    Her   heart  was  beaJng  fast,  and  she  had  a  knot  in   her  stomach.    It  was  her  older  sister  who  had   yelled  and  slammed  the  door.      “Lazy  head,  out  of  bed!”  her  father  shouted   from  the  boAom  of  the  stairs.  
  41. 41. Heavy  footsteps  moved  quickly  though  the   house  and  then  the  front  door  opened  and   slammed  shut.    The  car  started  and  with  a   screech  pulled  away.    Dad  must  be  late  for   work.    He  oYen  seemed  angry  now.    Emma   remembered  happier  Jmes  when  he  helped   her  with  her  homework  and  they  would  go  to   basketball  games  together.    She  wondered  if  it   would  every  be  like  that  again.   Caring  for  Young  People’s  Rights  –  Roland  Case  
  42. 42. Jose   Turning  over  on  the  woven  sleeping  mat,  Jose  bumped   into  his  younger  brother.    He  could  see  the  early   morning  light  through  the  cracks  in  the  sJck  wall  of  his   family’s  home.    The  sJcks  broke  easily  but  were  a  type   of  wood  that  the  termites  wouldn’t  eat.      Jose  could  hear  his  mother  feeding  the  chickens  in  the   yard  outside.    Gently  raising  the  thin  bed  sheet  that   kept  the  bugs  off  at  night,  Jose  sat  up  and  climbed  over   Salvador  and  his  Jny  sister  Rosita.    Careful  not  to  wake   them,  he  replaced  the  sheet  and  stepped  on  to  the  dirt   floor.   Caring  for  Young  People’s  Rights  –  Roland  Case  
  43. 43. •  Brownlie,  Fullerton,  Schnellert  –  It’s  All  about  Thinking  –   Collabora7ng  to  support  all  learners  in  Math  &  Science,  2011   •  Brownlie,  King  -­‐  Learning  in  Safe  Schools  –  Crea7ng  classrooms   where  all  students  belong,  2nd  ed,  Pembroke  Publishers,  2011   •  Brownlie,  Schnellert  –  It’s  All  about  Thinking  –  Collabora7ng  to   support  all  learners  in  English  &  Humani7es,  2009   •  Brownlie,  Feniak,  Schnellert  -­‐  Student  Diversity,  2nd  ed.,  Pembroke   Pub.,  2006   •  Brownlie,  Jeroski  –  Reading  and  Responding,  grades  4-­‐6,  2nd  ediJon,   Nelson,  2006   •  Brownlie  -­‐  Grand  Conversa7ons,  Portage  and  Main  Press,  2005   •  Brownlie,Feniak,  McCarthy  -­‐  Instruc7on  and  Assessment  of  ESL   Learners,  Portage  and  Main  Press,  2004  

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