To start an inquiry, an event occurs whichdraws the learner’s attention to something Act of nature News story – newspaper, TV, Internet Local community issue Event Personal circumstances Clever teaching J
A bank on your property is erodingbadly. What would you do?1. Find out all you can about erosion; the soil; the local water table; vegetation; explore possible solutions; types of retaining walls;2. Ask yourself ‘How can I stop this bank eroding?’3. Plan a course of action4. Find out /organise what you need to know to get the job done5. Tell your friends (maybe some blokes will help you!)6. Spend a day sorting out your erosion problem.
Inquiry Learning … An event occurs or interest is sparked Do your research (Information saturation) Work out the real problem or focus (Define the task or ask the big question and action questions) Brainstorm solution(s) Choose the best solution(s) Put it/them into action
Understand the processKnow what happens at each stageTeach the stages to your students
Levels of Inquiry Teacher directed • Learning how to do Inquiry Learning • Teaching your students how to do it. Guided • Co-constructing questions Student driven (Pure Inquiry)
Skills and Strategies to be taught Learning to Learn Thinking Tools Research Tools & Presenting Goal setting Solo Taxonomy Questioning skills Organisation De Bono Hats Key words Use of ICT and time PMI (Identifying and Use of software management Thinker’s Keys using) Layout and Tracking and Thinking Maps Internet searching design asking for Graphic Using contents & Vocabulary assistance Organisers index studies Collaboration Using websites Listening and group work Skimming, Speaking Self and peer scanning & Public speaking evaluation reading for detail Discussion Reflective Taking notes & Performance practice making notes Sorting, interpreting & organising
Many models Several approaches 2 main truths
#1Authentic learning Relevant to me (How?) Making a difference to someone, something or some place It should improve my life or my understandings about something
#2Leads to an outcome or a social action The last stage demonstrates that the inquiry has been successful The new learning and understandings are used to change something or to make a difference (big or small) Solve a real life problem or help someone or something.
Students read a news article aboutNative Birds … an indepth studyfollowsWhat key words can we identify?Co-construct the big question and the action questionsHow can we attract native birds to our school? Which native birds are in our area? What foods do these birds like and how can we provide them? What plants do we need to purchase and where will we plant them? What dangers are there for the birds and how can we minimise these?
Ac tion How can we survive a _________?(A big question that has no answer in the world at present.) 3 or 4 action questions: The ‘look-up-able’ or ‘find-out-able’ information
Rich conceptLearning focus
SurvivalPossible learning(Inquiry) focuses
Daily current events (15 minute ‘Morning News Board’) School, local community and national events and issues
Thinking BehavioursBlooms or Anderson’s TaxonomyFogerty’s IntellectThinking ToolsThinkers Keys, De Bono’s Hats, Graphic Organisers
Provide Scaffolding and support A visual Inquiry model on the wall Charts showing levels of thinking (Bloom’s or Fogarty’s) 7 Servants and levels of questioning Wall displays and help sheets (Thinkers keys, thinking maps etc) A list of possible sources and resources A list of presentation ideas and formats
Outcomes Learning new skills (ICT, narration) Sharing learning Educating others
How do you use Inquiry learning in yourclassroom? Talk about a successful Inquiry How did the action make a difference?
How can students present their learning? A PowerPoint for the school community Upload to the Internet for the world to read (blog or wiki) The Living Heritage website (Click on: Living Heritage projects)
Some truths to using InquiryLearning in your classroom The teacher must be an enthusiastic, active learner Plan, prepare and scaffold Guided Inquiry should be used until the process is fully understood and students have the skills needed Your students can’t learn all the skills at once, but you can teach them systematically Nothing will happen overnight
School leaders Research - be informed Develop a thinking toolboxDecide on a school Inquiry modelWrite an explanation of the stages Compile a resource folder Provide PL for teachersProvide ongoing support/mentoringFoster discussion and collaboration <-Reflection ->
Teachers Decide on learning focus Refer to scaffolding provided Plan collaborativelyBrainstorm and mind map ideas Complete planning sheet Plan thinking activities Find/make resourcesIntroduce the Inquiry to students <-Reflection ->
A teaching as inquiry into:‘How can my students and Isuccessfully develop ourunderstandings and practice ofthe Inquiry learning?Looking at the questions …
What do we know/use/do already? What do we (you and your students) need to know about Inquiry? What planning must I do. What data will I collect (and how)? What strategies & skills will my students need and how will I teach them? How will I scaffold learning so my students stay on track? How and when will we reflect on our progress? What actions will we need to follow up with to do better next time?
The Thinking Toolbox The learning strategy or framework Bloom’s Taxonomy Thinking behaviours important in the processes of learning Learning to Learn skills Questioning and Info Literacy skills Thinking ToolsDe Bono’s Tony Ryan’sThinking Hats, PMI Thinker’s Keys Graphic Organisers Habits of Mind Thinking dispositions Defining Key Competencies
Inquiry Learning (again) … An event occurs or interest is sparked Do your research (Information saturation) Work out the real problem or issue (Define the task or ask the big question and action questions) Brainstorm solution(s) Choose the best solution(s) Put it/them into action