Big concept Fertile question Learning Intentions Success Criteria
Big concept Risk Taking Rights and Responsibilities Leadership Citizenship
Brainstorming Prior knowledge - past and present Questions Books, internet, video resources Drawing, sketching, making models Plays, dramas, timelines Read, watch, listen, discuss, view, think about, wonder, review, experience, mind map Knowledge Saturation
Student’s own questions Student’s own focus Student choice Essential Questions
Based on present knowledge after research Future speculation Hypothesise
Research Key words Notetaking Sift and sort Synthesise Analyse Success Criteria Investigate
Revisit hypothesis Revisit original questions Create new knowledge Thinking Deeper
Celebrate the learning Share new knowledge Student choice ICT rich Present
Critical Thinking Feedback Feedforward Developing new ideas Other issues that arise Further questions Success criteria Reflections Reflect Evaluate Critique
Changing things as a result of new learning Social Action New goal setting So What!
<ul><li>What's this unit really about? </li></ul><ul><li>Why are we doing this? Is there a real issue or problem that might give the unit an authentic purpose? </li></ul><ul><li>How can we help students make connections between learning areas? </li></ul><ul><li>Are there opportunities for choice and negotiation in this unit? </li></ul><ul><li>Are we taking the students beyond the known? How challenging is this inquiry? </li></ul><ul><li>How will we help students (and ourselves) reflect on their learning? </li></ul>What makes a good inquiry unit?
We never stop investigating. We are never satisfied that we know enough to get by. Every question we answer leads on to another question. This has become the greatest survival trick of our species. Desmond Morris