Planning Day June 2009

Welcome To This Time Together Please plug in your laptops and Complete the Inquiry Trail. We Will Start As A Whole Group At 9.15am Inquiry Planning Lake Rotoma Term 3, 2009

A Shared Understanding Of Inquiry
The Purpose
The Process
Ideas To Set Students Up To Succeed In Their Inquiry
Outcome

Inquiry Understandings & Links to Term 3 Morning tea Making Connections / Developing The Process Lunch Developing The Content Overview

Inquiry Recognises Prior Knowledge & Experiences? Our Goal: Learning Which Is R ich, R eal & R elevant

So What’s Wrong With This Picture?
Please Make Your Own Jottings
You will be asked to contribute to discussions
The World’s Worst Teacher? Little House On The Prairie

How Did This Measure? Discussion:

Sharing Our Understandings… What do we know about Inquiry ? The Recession Why? To Build On Prior Knowledge

So Why Inquiry? Memorizing information is not the most important skill today. Information is readily available today – and copy able! We need an understanding of how to find, make sense of, and use relevant information for specific purposes . Knowledge is now a process not a thing ‘Action is the proper fruit of knowledge’ Thomas Fuller Kidspiration

Learning Which Is
Rich Real & Relevant
Characteristics Of Inquiry…
• Student centred and directed
• Requires students to ask questions
• Encourages learner interaction
• Builds upon prior knowledge
• Utilises and considers student interests
• Includes direct experiences
• Integrates reflection and metacognition
• Involves the application of ideas
• Explores affective aspects of learning
• Raises different perspectives and tackle values
R E C E S S I O N

Inquiry In A Nutshell
Planned, direct and vivid experiences that provide opportunities for students to
Pose questions
Gather information
Organise new information
Use skills to form concepts and generalizations about their world
Provide opportunities for students to
Demonstrate what they have learnt
Applying the knowledge, skills and values to other contexts .
Teaching For Transfer

Pre-Thoughts Re Term 3’s Inquiry
Inquiry is a learner centred process.
Based on John Dewey's philosophy that
education begins with the curiosity of the learner .
Inquiry uses a spiral path .
It is not a linear process

Post It Time! “The Recession”
A “ Learner Centred ” Process
… ..We are all learners…
Why Would We Want To Teach It?
Why Would Our Students Want To Learn It?
What Difference Might It Make?

Discussion & Handout “The Recession”
“ Curiosity of The Learner ” …
How Might We Stimulate Student Curiosity?
“ The Hook”
Book Brainstorm Cards

Inquiry Uses A Spiral Path
What Are We Familiar With?
Gather Sort Communicate E V A L U A T E TO LEARN IT IS NOT LINEAR!

Action Learning (Gawith, NZ)
InfoLink
The Big Six ( USA ) & The Super Three
ILPO (Australia )
SAUCE (Bond, NZ)
and lots and lots of others….
Inquiry Models

From http:// rosetown.wikispaces.com Weaving Wishing Waving Wrapping Wiggling Webbing Wondering Watching 8 W’s Lamb Evaluation Synthesis Use of information Location and access Information seeking strategies Task definition Big 6 Eisenberg & Berkowitz Evaluating Reporting Synthesizing Sorting & Sifting Gathering Planning Questioning The Research Cycle J McKenzie Evaluate Communicate Use Acquire Set the scene Sauce - Trevor Bond Evaluating Presenting Recording Using Finding Deciding Action Learning-Gawith Assessing Presenting Organising Selecting Locating Defining The Info Process

Card Shuffle
Gather All Purple Cards. i.e. The Stages
Put The Stages In Order
Compare
Include Skills

What do I need to know? Where can I find out? What is useful? How can I use it? How do I communicate this? What have I learned? Defining Locating Selecting/Analysing Organising/Synthesising Creating/Presenting Evaluating So What? Now that I know this - What difference can it make to me or anyone else around me? Common Features

Any Inquiry Process Needs To Be
Transparent
Packable
Transferable
Familiar
"1. Adopt 2. Adapt 3. Innovate" 1. Adopt A Model Trial, Practice & Understand! 2. Don’t Change It Unless You’re Sure! 3 . Innovate For Ownership & Improvement Only If A Plus!

Gather Sort Communicate E V A L U A T E TO LEARN
Our Learning Shines
P - Plan
A - Acquire
U - Use
A - Act

How can we as teachers set students up to succeed in their learning through inquiry?

Teacher Planning What do I need to know? (Purpose, Brainstorming, mapping, forming questions, resources, audience, product, time-frame) Where can I find information? (Scanning/Skimming) What is useful? (Selecting/Analysing, Note-taking) How can I use the found information? (Organising, Note-making) How do I communicate my findings? (Audience & Product) What have I learned? (Process & Product. What difference have I made?) 1. Deciding 2. Locating 3. Selecting & Analysing 4. Organising / Synthesising 5. Creating / Presenting 6. Evaluating Common Features

Teacher Planning The Hook The Immersion The “So What”? THE INQUIRY The Process The Skills

A Closer Look: “What is Inquiry?”
“ Inquiry describes a range of philosophical, curricular and pedagogical
approaches to teaching.”
The core premises include the requirement that learning should be based around student questions.
Pedagogy and curriculum requires students to work independently to solve problems rather than receiving direct instruction on what to do from the teacher.
~ Wikipedia

Sandpit Inquiry - 2005
What Differences Can You See To The Little House On The Prairie?

Discussion:

The Inquiry Teacher
Teachers are viewed as
“ facilitators” of learning rather than vessels of knowledge.
The teachers job
is therefore not to provide knowledge,
but instead to help students along the process of discovering knowledge themselves.
~ Wikipedia

" For students , this method of learning ends the listen-to-learn paradigm of the classroom and gives them a real and authentic goal challenges to overcome. For the teacher , inquiry-based education ends their paradigm of talking to teach and recasts them in the role of a colleague and mentor engaged in the same quest as the other younger learners around." ( http://www.ncsa.uiuc.edu/Cyberia/DVE/FusionDVE/html/inquiry_based_education.html )

An Inquiry Approach e.g. “The Recession….” What might this mean for your teaching practice?

Recap…
Learner Centred – We are all learners…
Why Would We Want To Teach It?
Why Would Our Students Want To Learn It?
Why Would We Want To Learn It?
Curiosity of The Learner
How Might We Stimulate Student Curiosity?
Inquiry Uses A Spiral Path
What Pathway Is Ready For Us To Walk On?

So What Difference Does Inquiry Make? Developing Understanding ALA Presidential Committee on Information Literacy, 1988 They know how to learn because they know how information is organised , how to find information and how to use information in such a way that others can learn from them . They are people prepared for lifelong learning , because they can always find the information needed for any task or decision at hand.” “ Ultimately, information literate people are those who have learned how to learn .

How Do We Set Students Up To Succeed In Learning?
Students need to learn the appropriate skills, attitudes and values - to navigate, manage & and use information effectively - including e-Resources
Skills need to be taught through good quality teaching that includes the - systematic use of an information process / inquiry model - and by every teacher
Improve assessment practices
Align school’s information infrastructure
www.ero.govt.nz

School-wide information literacy framework with a “ shared language ”
Learning makes a difference
Teacher planning to scaffold learning
Student Ownership
21st C tools infused into inquiry …ICT, questioning etc
Well-resourced schools, with links between library, classroom & ICT
Critical reflection of the process
Rich, Real & Relevant Leading to lifelong learning
Critical Success Factors

Finding the Fit
Key Requirements For Success
Ambrose Change Model
The Importance of A Shared Vision
How Does Inquiry Fit Into
Lake Rotoma’s “Vision for Learning”?

How Does Inquiry Link To The NZC?
1. Vision - Para
2. Principles - Sela
3. Values- Susan
4. Key Competencies - ALL
5. Effective Pedagogy - Lorraine
Wam Bam Research Time To Twitter: “Feedback to Enrich The Group” Promote / Question / Engage

Teaching As Inquiry Page 35, 36, 37

Confident (Managing self) * Positive in their own identity * Motivated and reliable * Resourceful * Enterprising and entrepreneurial * Resilient Connected (Relating to others) * Able to relate well to others * Effective users of communication tools * Connected to the land & environment * Members of communities * International citizens Actively involved (Participating & contributing) * Participants in a range of life contexts * Contributors to the well-being of NZ – social, cultural, economic, and environmental Lifelong learners (Using language, symbols & text) (Thinking) * Literate and numerate * Critical and creative thinkers * Active seekers, users, and creators of knowledge * Informed decision makers The Mash Up! Making The Connections

What difference will this learning make to your students (enduring learning) ? How Does It Link To The School’s Vision for Learning? How Does It Relate To The NZC? Reflection “ The Recession”

Teacher Planning What do I need to know? (Purpose, Brainstorming, mapping, forming questions, resources, audience, product, time-frame) Where can I find information? (Scanning/Skimming) What is useful? (Selecting/Analysing) How can I use the found information? (Note-taking, organising and note-making) How do I communicate my findings? (Audience & Product) What have I learned? 1. Deciding 2. Locating 3. Selecting & Analysing 4. Organising / Synthesising 5. Creating / Presenting 6. Evaluating So What? Now that I know this - What difference can it make to me or anyone else around me? Let’s Look At Teacher Planning

Types of Inquiry Concept: e.g. Needs & Wants Big Idea: e.g. Matariki ANZAC Scenario: e.g. “ Mum, What’s A recession?” “ Don’t worry dear, it wont affect us” Issue: e.g. Our Sandpit Is Lonely

Introducing Inquiry Content Process

Planning Our Inquiry Start At The End –
What student outcomes do I want to….
uncover, develop, extend?
What is enduring in this learning?
How can I embed this learning into student interest areas?
Principles:
Learning to learn :
Students reflect on their own learning processes, learn how to learn
Community engagement :
The curriculum has meaning for students, connects with their wider lives…
The Recession

A Shared Understanding Of Inquiry
The Purpose
The Process
Ideas To Set Students Up To Succeed In Their Inquiry
Outcome Did We Get There?

Planning Day June 2009

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