Spontaneous Inquiry in the Classroom

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How to recognise and use spontaneous inquiry in the classroom.

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  • Work with group- is there a difference between a question & inquiry?
  • Spontaneous Inquiry in the Classroom

    1. 1. 1
    2. 2.  Introduction  What is ‘Spontaneous Inquiry’ ?  How do we handle such inquiries ?  Practical application scenario  Reflection & conclusion 2
    3. 3.  Inquiries?Questions? 3
    4. 4.  According to Lindfors (1999), spontaneous inquiry involves  ‘They (teachers) do not plan the exact direction of their lessons in advance, and allow it to develop in response to students' interests’ (Postman and Weingartner 1969). 4
    5. 5. Spontaneous Inquiry in Action Like this? 5
    6. 6.  Central idea- sound is a form of energy that humans can give meaning to.  Lines of Inquiry 1. How meanings are conveyed through sound. 2. How sound is created & heard. 6
    7. 7.  Numeracy: measurement & estimate  Literacy: story writing; writing to instruct  Science & technology : why does sound come out of the trumpet? (pitch, vibrations).  Music: created beats  Visual Arts: decorating trumpet  PYP Learner Profiles: risk takers, knowledgeable, communicators 7
    8. 8. Central Idea: Our values and perspectives can be expressed or explored through storytelling 8
    9. 9.  This morning before class, Indira brings in some artifact(s) from her holidays. You notice that other students are engaged, and inquiring about different aspects of her artifact(s). You witness various acts of inquiry and wonder how you can relate this natural curiosity to your unit, lines of inquiry, central idea/topic.  See handout for task 9
    10. 10. ◦ How did your group make a connection to the given central idea/topic? ◦THANK YOU! 10
    11. 11.  Bennett, N., Wood, L., Rogers, S., (2001) Teaching Through Play: Teachers’ thinking and classroom practice Open University Press, Buckingham, UK  Lindfors, JW. (1999) Children’s Inquiry: Using Language to make sense of the World Teachers College Press, Columbia University, New York, NY  Murdoch, K. and Hornsby, D. (2007) Planning Curriculum Connections: Whole-School Planning for Integrated Curriculum. Eleanor Curtin Publishing, Victoria Australia  Postman, Neil, and Weingartner, Charles (1969), Teaching as a Subversive Activity, Dell, New York, NY. 11

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