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Learning as Inquiry Prt 2 yr1-4
 

Learning as Inquiry Prt 2 yr1-4

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    Learning as Inquiry Prt 2 yr1-4 Learning as Inquiry Prt 2 yr1-4 Presentation Transcript

    • “When you see someone putting on hisBig Boots, you can be pretty sure that an Adventure is going to happen.”― A.A. Milne, Winnie-the-Pooh
    • Overview  of  the  stucture  for  today.  •  Exploring  the  concept  of  Inquiry.  •  Developing  Thinking  skills  and  disposi>ons  •  Developing  Ques>oning  abili>es  (student  and   teacher)  •  Use  of  co-­‐opera>ve  learning  structures  •  PuFng  it  all  together  and  playing.  •  Planning  for  Inquiry      
    • Mini Myth Buster Do you stay drier if you run or walk in the rain? Why do you think this?http://wallwisher.com/wall/minimythbuster
    • What  ques>ons  do  you  have  around  Inquiry?  Place  them  on  the  chart  on   your  table.  
    • Why  do  we  need  to  develop    inquiring   minds?  
    • Our  collec)ve  vision  and  call  to   ac)on...    We  are  here  because  we  all  want  our  students  to   become:      confident,  connected,  ac+vely  involved,  life-­‐long   learners      We  want  our  students  to  value:      excellence,  innova+on,  inquiry,  and  curiosity,   diversity,  equity,  community  and  par+cipa+on,   ecological  sustainability,  integrity,  and  respect        Don’t  we?    
    • What drives inquiry?Learning is the driver – not the modelLet’s hear from Sharon Friesen aboutthis…. Dynamic   Cohesive   Self  direc>ng   All  players  
    • If  not  an  Inquiry  Model…  then  what?  Explore   Wonder  Create    Inves>gate     Discover      Communicate   Share  
    • It’s about investigating anddiscovering and understanding..
    • Who drives? The student? The teacher? Partnership?
    • Levels  of  Inquiry   Problem  Student   generated     Procedure  student   generated  and   designed.     Solu)on  not   already  known/ exis)ng     Confirma)on   Structured   Guided   Independent  Refer:  hRp://edweb.sdsu.edu/wip/four_levels.htm  
    • Where does teaching fit in?
    • T TL LT LDemonstration Shared Guided Independent Demonstration Practice Practice Purest  form  –   life  long   learning  
    • Inquiry is a disposition. So what doesthat look like?Compile a list of dispositions forinquiry you consider students need tohave. Eg: curiosityPlace your ideas up for others toview.
    • Inquiry is not about a teacher with aclass of sponges.Inquiry is not about letting go andletting the kids run the inquiry.Inquiry is not just about research andregurgitation by PowerPoint!
    • Inquiry is . .  As  as  you  watch  the  video,  place  your  ideas  down  about  what  inquiry  is  to  you  (wallwisher  or  s>ckits)  
    • Inquiry is . . .  
    • Myths  About  Inquiry  •  The  teacher  must  never  tell  the  students   what  they  know.  •  Inquiry-­‐based  teaching  absolves  the   teacher  of  any  responsibility  to  act  on   students’  incorrect  concep>ons.  
    • Myths  •  In  inquiry-­‐based  teaching,  the  teacher  is  only   the  facilitator.  •  In  inquiry-­‐based  teaching  the  teacher  does   not  need  to  know  anything  about  the  subject   maRer,  as  it  is  the  students  who  lead  the   inquiry.  
    • Myths  •  In  inquiry-­‐based  learning  the  students  must   learn  everything  by  themselves  •  Inquiry-­‐based  learning  means  uncontrolled   explora>on  
    • Myths  •  In  inquiry-­‐based  learning  all  student   answers  and  responses  are  equally  valid  •  In  inquiry-­‐based  learning  students  must  do   all  learning  coopera>vely  in  groups.  
    • Myths  •  Inquiry-­‐based  learning  means  lower  standards.  •  Inquiry-­‐based  learning  de-­‐emphasizes  the  ‘basics.’    
    • More true than false, or more false than true?   You can’t pre plan an inquiry because you need to involve the students at the beginning of the process and the unit will move where the individual student interest lies.
    • More true than false, or more false than true?   Students need to be immersed in the topic before they write their questions for the inquiry.
    • More true than false, or more false than true?   Inquiry learning requires students to research for all the information they need using a variety of sources.
    • Inquiry  can  start  from  something  as  simple  as  …  
    • An  example  of  an  Inquiry  from  my  own   experiences  
    • Real  inquiry  for  Real  Kids  
    • “We  learn  best  when  we  are  at  the  center  of   our  own  learning.     Inquiry-­‐based  learning  is  a  learning  process   through  ques+ons  generated  from  the   interests,  curiosi+es,  and  perspec+ves/ experiences  of  the  learner.     When  inves+ga+ons  grow  from  our  own   ques+ons,  curiosi+es,  and  experiences,   learning  is  an  organic  and  mo+va+ng  process   that  is  intrinsically  enjoyable.”     (Paula  Sincero  2005)      
    • Lets  not  only  push  the  classroom   walls  out...   ....  lets  take  the  walls  away  
    • Lets  not  just  display  the  way  we  think   or  behave  on  our  walls...   ...lets  infuse  them  into  our  en>re   being.  
    • Taking  it  a  step  further...     Enter  “REAL  Inquiry”  
    • So  what  is  “Real”   Inquiry  and  how  is  it  different  from  previous   forms  of  inquiry?  
    • What  it  isn’t  ...   What  it  is...  Research  on  Steroids   e  &  m-­‐learning  infused  and   supported,    asynchronous  En)rely  teacher  driven   Student  led  -­‐  teacher  facilitated  with   teaching  sessions  sprinkled   throughout  One  or  two  dimensional     Mul)-­‐dimensional  and  mul)-­‐faceted  Surface  Skimming   A  disposi)on  that  involves  deep,     dialogue  and  metacogni)ve  skills  Going  through  the  mo)ons   Vibrant,  crea)ve,  responsive  and     challenging.  Learning  in  a  social  vacuum   Seamlessly  collabora)ve  and     inclusive  Box  )cking   Crea)ng  posi)ve  change,  ie:   developing  a  social,  environmental,   poli)cal  difference.  
    • And  who  are  these  “Real”  kids?  They  are...   They  are  also...    Eager  to  come  to  school   The  fidgeRers.    Ques>on-­‐posers   The  children  who  don’t  listen    Self  mo>vated  and  assured   The  children  that  cause  trouble  Able  to  see  links  between   The  children  that  don’t  join  in   learning   The  children  that  are  highly   emo>onal  Crea>ve  problem  solvers   The  children  who  finish  work  Able  communicators   quickly  Well-­‐rounded  in  their  skills,   The  children  who  struggle  to   knowledge  and  abili>es   finish  work        
    •  Lets  take  a  look   through  some   examples...  
    • Welcome  to  Kaihere  School  
    • The  students    worked  in  groups  to     explore  their  place  in  the  school     environment...     And  soon  found  some   disconnec)ons  between  beliefs     and  reality...  
    • The  “situa)on”  they  found...  
    • First  things  first...the  children’s  ideas   were  our  star)ng  point...  
    • This  resulted  in  a  mul)-­‐faceted  vision   Video  for   website   Gardens   ARract   and   birdlife   Garden   Our   fencing   Shade   vision   Deal  with   pest   problem   Visually   appealing   signage  
    • We  then  needed  a  mul)-­‐dimensional   approach...   Each  class     We  u)lised  adopted  an  area  of   We  u)lised   banked  staffing  the  school  to  focus   exper)se  from   and  staff   on  and  we   Ken  of     exper)se  to   arranged  for  our   Mish  Mash  TV   recycling  to  be   create  new   for  our  website   signage  for  the   dropped  into  a   recycling  plant     video   school  
    • Capture  Kaihere  Compe))on  
    • We  then  enlisted  help  from  our   community  •  Enviro-­‐Schools  Facilitator  •  DOC  for  pest  eradica>on  ideas  •  Local  people  for  community  history  ideas  for   signage  (Capture  Kaihere  Compe>>on)  •  Ken  from  Mish  Mash  TV  for  website  video  •  Companies  for  shade  sail  designs  and  cos>ngs.   (students  measured  up)  •  Parents  and  people  from  our  community!  –   gardeners,  graphic  designers,  engineers,  farmers,   historians,  etc,  etc.  
    • And  had  a  “Mucking  In”  day  
    • Where  did  all   that  lead  us?  Art  works  created  and  displayed  around  the  school    Design  for  major  entrance  artwork  created.    Video  created  for  website    Gardens  revamped,  rabbits  eradicated,  fences  in  process  of  being  finished  off  around  gardens  .    Funds  for  shadesails  raised  and  quota>ons  gained.    
    • So  what  did  the  students  learn?  •  Ques>oning  skills  •  Use  of  technologies  and  ICTs  for  informa>on   gathering  and  communica>on.  •  Key  Competency  development  •  Design  Technology  •  Literacy  and  Numeracy  skills.  •  Informa>on  literacy  skills.  
    • What  are  some  of  the  e-­‐learning   resources  we  used?  Createagraph  –  graph  maker  for  kids  Boolify  –  online  searching  website  for  kids  Photovisi  –  photo  collage-­‐maker  EPIC  –  resource  bank  Wallwisher  –  online  notes  One  Mo>on  –  drawing  tool  Glogster  -­‐  posters  
    • Does  this  type  of  learning  sound   familiar???     Been  there;  done  that??  
    • And  then  it  rocketed  into  another   stratosphere!  
    •  Our  learning  then  took  us  to...      
    • So  what  were  their  specific  problems?  •  They  needed  pest  traps  for  stoats,  rats    and   rabbits  •  They  needed  animal  feeders  for  specific   animals.  •  They  needed  play  enhancement  toys  for  the   monkeys.  
    • How  it  all  )ed  together  Bird  and   animal   Video  for  feeders   website   Gardens   ARract   and   birdlife   Our   Garden   fencing  Enhance School   -­‐ment   toys   Enviro-­‐   Shade   vision   Deal  with   pest   problem   Visually   Pest   appealing   traps   signage  
    • We  put  the  proposal  to  the   children     And  they  said...   TOTALLY!  
    • Class  Inquiry  foci  Seniors:  Pest  eradica>on  and  pest  traps    Middle  school:  Animal  and  Bird  feeders    Juniors:    Monkey  play-­‐things/ enhancement  toys  
    • So  let’s  take  closer  look  at  Room  3’s   journey  (Years  3-­‐5)  
    • The  Process   Project   Parental   involved...   managers,   help   Builder   input    Ø Informa>on  Literacy  skills  to  develop  a  fact-­‐file  on  their  animal     Visi>ng  Ø Construc>on  of  key  and   the  Zoo  subsidiary  ques>ons  in  a  natural  flow  throughout  the  en>re   Visit  from   Feedback  process.   zookeeper   Making   from  the     their  animal   Zookeepers  Ø Understanding  and  applica>on   feeders   and  use  at   Design  and   the  zoo.  of  the  design  process   modelling  of     their  animal  Ø Use  of  tools  and  materials  to   feeders  create  animal  feeders.   Researching     into  their  Ø Curriculum  areas:  Numeracy,   animal  Literacy,  Informa>on  Literacy,  ICT,  Technology,  Science,  Social  Science,  Visual  Art,  Careers  educa>on    
    • Teaching  approaches  and  points  that   underpinned  the  learning   ust   “pJrocessing   •  Ques>oning  skills   •  Use  of  Graphic  organisers  for    an d   ” thought   ctu hinred g  nd   •  Vocabulary  deriva>on,  defini>ons  a   applica>ons   tru  of m  “S skills  teac •  Communica>on   e”    m ix ) edA•  Informa>on  Literacy  and  lIudskills   ...   in    inc CT   h ich •  Design  Technology   wnd  Literacy   •  Numeracy  a •  Key  Competency  development   •  Assessment  for  Learning  Prac>ces  
    • ICTs  that  supported  the  learning  •  LMS  –  KnowledgeNET  •  Skype  •  Gmail  •  Movie-­‐making    •  Boolify  for  online  searching  •  Google  SketchUp  for  model-­‐making  of  their   designs  •  Video  and  voice  recordings  via  cellphones  and   flipcams  •  Digital  cameras  
    • Franklin  Zoo  snippets  
    • Back  at  school,  the  students  then...  1)  Reviewed  the  informa>on  collated   from  their  zoo  trip  2)  Designed  their  animal  feeders  3)  Drew  up  plans  and  created  models   from  cardboard  4)  Redesigned  where  necessary  ajer   feedback.  5)  And  then...    
    • Made  them!!!  
    • We  then  took  the  animal  feeders   to  the  zoo  for  their  feedback     and  use.  
    • So  our  Inquiry  was...  •  e  &  m-­‐learning  infused  and  supported;            asynchronous  •  Student  led  -­‐  teacher  facilitated  with  teaching    sessions  sprinkled  throughout  •  Mul)-­‐dimensional  and  mul)-­‐faceted  •  Deep,  dialogic,  metacogni)ve  •  Vibrant,  crea)ve,  responsive  and  challenging.  •  Seamlessly  collabora)ve  and    inclusive  •  Crea)ng  posi)ve  change,  ie:  developing  a  social,    emo)onal  and  environmental  difference.     AND  REAL!    
    • “If I could go through this experience again, Iwould. I loved the challenge. The cool thing wasthat sometimes no one knew the answer so wehad to fight hard together to get one. Then whenwe got the answer it was our own, and we haddiscovered it. So why not go through theexperience when you love what you do and feellike it is your very own?” (Student)
    • Back to our Mini Myth BusterDo you stay drier ifyou run or walk in the rain?Why do you think this?
    • Thinking  
    • Inquiring MindsIts not only what you know, buthow you learn that will set youapart in tomorrows world.Because what you know todaywill be out of date sooner thanyou think”Thomas Freidman, The World is Flat, 2006.
    • Thinking:  a  Key  Competency  Thinking  is  about  using  crea)ve,  cri)cal  and  metacogni)ve  processes  to  make  sense  of  informa.on,  experiences,  and  ideas.  These  processes  can  be  applied  to  purposes  such  as  developing  understanding,  making  decisions,  shaping  ac>ons,  or  construc>ng  knowledge.  Intellectual  curiosity  is  at  the  heart  of  this  competency.      Students  who  are  competent  thinkers  and  problem  solvers  ac.vely  seek,  use  and  create  knowledge.  They  reflect  on  their  own  learning,  draw  on  personal  knowledge  and  intui.ons,  ask  ques.ons,  and  challenge  the  basis  of  assump.ons  and  percep.ons.  Pg  12  NZC    
    • How  does  thinking   happen?  
    • Major  parts  of  the  brain  
    • Major  parts  of  the  brain.  Cortex:  Upper  part  of  brain.  Thinking,  logic,  reasoning,  cause  and  effect.  Limbic  System:  Primi+ve  brain.  Source  of  emo+ons  and  mo+va+ons  such  as  fear,  anger,  pleasure  and  sexuality.    Brainstem:  Connects  brain  and  spinal  cord.  Basic  func+ons  such  as  heart-­‐rate,  ea+ng,  breathing  and  sleeping    Cerebellum:  Back  of  brain.  Balance,  posture,  movement.    
    • Crea)ng  neural  pathways  Neurons  in   Neurons  in  cerebral  cortex   cerebral  cortex  of  a  newborn   of  a  two  year   old  
    • Teen  brains  At  about  10  in  girls  (11  in  boys),  the  exuberance/flourish  of  neural  pathway  connec>ons  gives  way  to  “pruning”.  Neural  connec>ons  that  are  used  remain  intact  and  strengthen,  whilst  those  connec>ons  that  are  not  used  are  “pruned”.  The  phrase  “use  it-­‐  or  lose  it”  is  par>cularly  applicable  to  the  adolescent  brain.    hRp://www.aea267.k12.ia.us/r4/index.php?page=r4-­‐adolescent-­‐brain  
    • How  are  neural  pathways  created?  
    • What  does/would  an  effec)ve  thinker  look,  sound  and  behave  like  within  your   class?  
    • Characteris>cs  and  aFtudes  of  an   effec>ve  thinker   Characteristics of an effective thinker Name: Date: Look Characteris)cs   So e un hav d Be
    • What  are  the  aitudes  of  an  effec)ve   21st  century  thinker?  Aitude:  a  se=led  way  of  thinking  or  feeling,  typically  reflected  in  a  person’s  behaviour.  
    • AFtudes  Humility Confidence     Co u rage   Integ rity   en-­‐mindedness   Op
    • Characteris>cs  and  aFtudes  of  an   effec>ve  21st  century  thinker   Characteristics of an effective thinker Name: Date: Look Characteris>cs   So e un hav d BeAitudes   Aitudes  
    • There  are  different  types  of  thinking  
    • How  do  we  foster  each  of  these?  
    • Hamburger  approach  to  facilita)ng  thinking  skills   Thinking  rich  learning  environment   Thinking  Frameworks   Thinking  Skills   Thinking  Tools/Maps   Co-­‐opera)ve  learning   structures   Rich  learning  task/inquiry  
    • What  thinking  skills  do  effec>ve   thinkers  employ?     Eg:  reasoning,  able  to  cri>que    Discuss  &  use  a  bubble  map  to  record   your  thinking.  
    • Thinking  Frameworks  
    • Habits  of  Mind  
    • SOLO  Taxonomy  
    • Thinking  Hats  
    • Blooms  Taxonomy/Andersons  Revised  
    • Blooms demonstration verbsKnowledge Comprehension Application Analysis Synthesis EvaluationOutcomes Outcomes involve the Outcomes deal Outcomes involve Outcomes relate Outcomes askdeal with the ability to manipulate with the ability to separating, to creative students toability to previously learned apply rules, revealing thinking, make andrecognize, material. principles, and structure, causes production of supportrecall and concepts to new and supporting or original works, reasonedremember situations. refuting classifying or judgements. positions. planning.Describe Clarify Translate Apply Categorize Add to AssessDefine Conclude Calculate Classify Alter Vary ConcludeDiscover Connect Code Compare Compose CritiqueIdentify Convert Collect Contrast Create DebateLabel Describe Compute Deduce Design DecideList Distinguish Construct Determine Dramatize DefendLocate Explain Demonstrate Dissect Estimate DetectMatch Express Discover Distinguish Extend DetermineName Generalize Manipulate Divide Hypothesise EditorializeObserve Give examples Model Isolate Infer EvaluateOutline Illustrate Operate Order Invent InterpretRecall Interpret Order Reduce Predict JudgeRecognize Match Organize Relate Reconstruct JustifyReproduce Paraphrase Relate Role Play Rename RecommendSelect Restate Report Separate Reorganise solveState Rewrite Show Simplify ReviseTell Select Survey SubstituteUncover Show Translate
    • Deconstruc>ng  Anderson’s  Revised   Taxonomy  
    • Blooms  for  eLearning  
    • Thinking  Skills  Framework  Blooms  
    • Thinking  Tools  for  fostering  thinking  
    • Michael  Pohl’s  Thinker’s  Keys  
    • Tony  Ryan’s  Thinkers  Keys  
    • Lets  take  a  look  at  these  in  more   detail…  
    • Have  a  go  yourselves  in  your  groups   using  the  context  you  are  given.  
    • Colla>ng  and  Synthesising  our  thinking   using  thinking  maps  
    • Hyerle  
    • Thinking  Map  examples  Circle  Map   Mul>  Flow  Map  Bubble  Map   Tree  Map  Double  Bubble  Map   Brace  Map  Flow  Map   Bridge  Map        
    • Let’s  put  two  thinking  tools  together  in  an  exercise  –thinking  hats  and  bubble  maps…  1.  At  your  tables,  delegate  a  thinking  hat  to  each  person  (don’t  worry  about  double-­‐ups).  Your  task  is  to  listen  to  the  story  and  be  ready  to  give  informa>on  in  rela>on  to  your  hat.    2.  Listen  to  the  story  of  “The  Flood”  hRp://www.oxfordowl.co.uk/EBooks/Flood/index.html    Note  your  informa>on  into  a  bubble  map  (for  those  capable  of  wri>ng  independently).    3.  Share  your  informa>on  with  your  group  so  you  get  a  full  understanding  of  the  text  .  
    • Thinking  Hats  
    • Reflec>on  on  this  ac>vity  How  could  you  use  this  approach  within  other  inquiry  contexts?  
    • There  are  two  skills  that  are   founda>onal  to  thinking…  
    • Clarify  relevant  language  
    • If  we  want  our  students  to  be  effec>ve   thinkers,  we  need  to  be  providing  models  of  the  language  that  underpins   and  supports    this.  
    • Developing  vocabulary    
    • Word  Walls  
    • Using a word documentthesaurus to extend vocabulary
    • Ques)oning  
    • “Once you have learned how to askrelevant and appropriate questions,you have learned how to learn and noone can keep you from learningwhatever you want or need to know”.Neil PostmanTeaching as a subversive activity
    • Teacher:Student QuestioningStudent as Questioner Teacher as QuestionerHow might you like this to look?
    • What are the attributes of an effective questioner?•  Is aware of a need for information.•  Able to clarify what information is needed.•  Has a base set of vocabulary that is relevant to the context or issue.•  Is able to ask a range of relevant questions.•  Takes that range of relevant questions to a range of appropriate resources.•  Persists in their search for the answer/s.•  Edits their questions as necessaryhttp://ictnz.com/Questioningskills.htm
    • What are the components of a “good” question?Discuss in pairs, then share your ideas with another pair.
    • Questioning Rubric for creating and evaluating “Effective Questions” Trevor Bond, 2008Stage Question Type Used multiple question words to create a probing question when7 interviewing an “expert”. Used relevant synonyms to edit questions.6 Used the seven servants and relevant key words and phrases to create5 questions. (Which, could, might, can, will) Used the seven servants to write/ask open thick questions (who, when,4 what, where, how, which, why) Asked a relevant yes/no/maybe question. Closed / Open, thin (is, can, does,3 could, may) Any non-relevant question (does not contain contextual key words, or2 phrases) Created statements, rather than questions1
    • Without strong questioning skills, you are just a passenger on someone else’s bus tour. You may be on the highway, but someone is doing the driving. Jamie Mc KenzieBut how do we get our students there???
    • Questioning within an Inquiry modelMark Treadwell. “Whatever Next?” 2009
    •                          Trevor  Bond,  2008.  
    • Question Matrix Is Did Can Would Will MightWhoWhatWhereWhenHowWhy
    • Questioning types and examples Source: L. Watchcorn & Gail Cochrane, NZNL service. Type of question Type of thinking Type of response ExampleClosed Convergent Single answer or How old are you? limited number of What is 6 X 6? answers How did you travel to Eg: Yes/No school? (Factual answers) How high is Mt Cook?Open Divergent Many possible How would the story be answers. Not only one different if it was set in correct answer. the future? (Creative and Critical thinking)Skinny Simple response Little explanation What is the name our required. Requires Prime Minister? recall, knowledge, comprehensionFat Complex response Requires a degree of What would you do to explanation and conserve the wetlands? interpretation.
    • Lets put all this into a context using a mini inquiry…
    • Experiment time!Concept: ChangeConcepetual understanding: Things canchange from one state to another whencombined.Context: Kitchen Mythbusters.
    • Mini Myth Buster… Free Powerpoint Templates Page 139
    • Before we start …•  What do you predict will happen when we drop a mentos into the coke? (Prediction Key & Red Hat (gut/hunch)•  What could go wrong? (Black hat & Brick Wall Key)•  What questions do you have?•  What information/do you know already from your past experiences? (White Hat & Brainstorming Key) Record your ideas on the handout
    • Record Key words to build a “word wall”.Either the teacher can list these, or thestudents, or a mix of the two approaches.In your groups, create a “word wall” of keywords that relate to your discussions on thetopic. Start to add some now. Eg: investigate
    • Record student questions on a “Wonder Wall”Either the teacher can list these, or thestudents, or a mix of the two approaches.
    • ReflectionsLets now consider the following thinkerskeys to expand your thinking…u  What if?u  The variations?u  The picture?u  The interpretations?u  The forced relationships
    • Record further key words on the “word wall”
    • What further questions do you have?
    • How might we go about usingour key words or questions to help search on the internet?
    • Boolify  Visual  search  engine  that  helps  students  understand  the  concept  of  Boolean  searching    
    • Search  words  in  your  ques>ons  Underline  the  key  words  (nouns  &  verbs),  in  two  of  your  ques>ons.  Write  synonyms  for  each  of  these  words  (or  as  many  as  possible).    Another  technique:  “The  ques>on  is  the  answer”  Eg:  What  is  causing  Arc>c  ice  to  melt?  “Arc>c  ice  is  mel>ng  because…”    
    • Revisi>ng  ques>ons…  Learners will re-visit this step for 3 differentpossible reasons:•  To compose new search questions using newly acquired key words or phrases.•  To re-write search questions using synonyms of key words (nouns and verbs) or phrases earlier.•  To alter or modify search questions which may have been poorly phrased.
    • So what was the answer???
    • Our  role  as  facilitators  of  ques>oning  
    • What  makes  ques>oning  effec>ve?    1.   Prepare  key  ques)ons  to  ask    2.  Ask  fewer  and  beler  ques)ons    3.  Use  appropriate  language  and  content                4.   Distribute  ques)ons  around  the  class    5.   Thinking  )me  and  pauses  between  ques)ons    6.   Use  ques)ons  to  make  progressive  cogni)ve        demands  7.   Prompt  pupils,  give  clues  8.   Use  pupils’  responses,  even  incorrect  ones  9.   Encourage  pupils  to  ask  ques)ons  10.   Listen  and  acknowledge  pupils’  responses    posi)vely  
    • Exploring  your  “handout”  •  Get  into  10  home  groups.  Assign  one  aspect   per  person.  •  Divide  into  10    “Expert”  groups  •  Make  meaning  of  your  reading.  •  Go  back  to  your  home  group  and  explain  to   them  the  concept  of  your  reading.  
    • Prepare  key  ques)ons  I  Iden>fy  the  key  ques>ons  in  rela>on  to  the  learning  inten>ons.    D  Decide  on  the  level  and  order  (>ming)  of  the  ques>ons.    E  Extend  the  key  ques>ons  with  subsidiary  ques>ons  to  ask.    A  Analyse  the  answers  you  are  given  and  decide  on  ‘follow  –  up’responses.    
    • Distribute  ques)ons  around  the  class  
    • Pausing  to  wait  for  an  answer  provides  vital  )me  in  which  thoughts  flow  and  get  processed.  Studies  indicate  that  increasing  this  ‘wait  )me’  (from  around  3  –  7secs),  can  result  in  significant  changes  for  the  beler.    For  example:      v  pupils  give  extended  answers;    v  more  pupils  are  likely  to  offer  an  answer;    v  the  number  of  ‘I  don’t  know’  responses  decreases    v  the  responses  that  are  given  are  more  thoughvul  and  crea>ve;    v  the  number  of  hypothe>cal  answers  increases  significantly;    v  the  frequency  of  ques>ons  raised  by  the  pupils  increases;    v  the  frequency  of  responses  from  less  able  pupils  increases.  
    • Lower  Order   Higher  Order  1.Recall/Knowledge   4.  Analysis  “Who  was…”   “What  evidence  can  you  find?”  “What  is…?”   “What  are  the  features  of?”  “Where  is?”   “What  informaiton  will  you  need?  When  is..”   “What  might  this  mean?”  “How  would  you  describe?”   “What  conclusions  can  you  draw?  2.  Comprehension   5.  Synthesis  “What  do  we  mean  by…?   “Could  you  design  something  to…?”  “Can  you  explain  what  is  happening?”   “How  could  we  solve…?”  “Can  you  think  of…?”   “What  do  you  think  is  likely?”  What  can  you  say  about?”   “How  ould  you  test?”   “Suppose  you  could…  what  would  you  do?  3.  Applica)on   6.  Evalua)on  “How  could  we  use…?”   “What  do  you  think  about…?”  “What  other  examples  can  you  find  to/…?”   “How  else  was  that…?”  “What  would  happen  if…?”   “Which  is  beRer  and  why?  “What  other  wayy  could  you  plan  to…?”   “What  is  your  opinion  of…?”  “What  facts  would  you  select  to  show…?”   “Why  do  you  think…?”  
    • Exploring  3  level  ques>oning   technique  
    • 3  level  ques>oning  –  Costa  &  Kallick  
    • 1.  Gathering/Recall:  •  What  were  Cinderella’s  slippers  made  of?  •  How  did  Cinderella  get  to  the  ball?  2.  Processing:/Analysis/Inference:  •  Why  does  Cinderella’s  stepmother  care   whether  or  not  she  goes  to  the  ball?  •  Why  did  everything  turn  back  the  way  it  was   except  the  glass  slipper?  •  Why  don’t  the  step  sisters  like  Cinderella?  3.  Applying/Synthesis:  •  Does  good  always  overcome  evil?  
    • Take a look at question starters in the handout
    • Take a look at 3 level questioning in action•  Consider the Mythbuster experiment we did. In your groups, write 2 questions for each of the three levels.•  Place your questions up for display
    • Co-operative Learning to support Inquiry
    • Why  co-­‐opera)ve    learning?   The  primary  architects  of  knowledge   and  learning  are  the  knowers  and   learners  themselves.    Stephen  Downes  “Designing  Learning  Objects”  2003  
    • Linking  to  the  Key  Competencies   “Opportuni)es  to  develop  the   competencies  occur  in  social  contexts”.    Pg  12  NZC     •  Thinking   •  Using  Language,  symbols  and  texts   •  Managing  Self   •  Rela>ng  to  others   •  Par>cipa>ng  and  Contribu>ng    
    • At  your  tables,  take  a  look  through  the  co-­‐opera)ve   strategies  in  your  handouts.  Clarify  then  consider   which  would  be  “workable”  within  your  own   situa)ons.  
    • Inquiry  in  other  curriculum  areas.  
    • Inquiry in mathematics . . .  
    • Inquiring into maths problemshRp://voicethread.com/?#q.b163901.i873468  
    • Inquiry in literacy . . .  
    • ebooks and book reviews  
    • Book reviews  «
    • Linking with QR - Codes Placing QR codes onto Library books
    • iPad Apps
    • Planning  for  Inquiry  
    • So if not the model . . .How do we plan and structure inquiry  
    • Take  some  >me  to  plan  your  next   inquiry  
    • In  conclusion  •  U>lise  thinking  frameworks,  tools  and  maps.  •  Facilitate  ques>oning  and  encourage  the   students  to  ques>on.  •  Remember  Learning  is  the  driver  of  inquiry;   not  the  model    
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