• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Planning Day June 2009
 

Planning Day June 2009

on

  • 1,385 views

Lake Rotoma Inquiry Development

Lake Rotoma Inquiry Development

Statistics

Views

Total Views
1,385
Views on SlideShare
1,384
Embed Views
1

Actions

Likes
0
Downloads
0
Comments
0

1 Embed 1

http://inquiryatlakerotoma.wikispaces.com 1

Accessibility

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • Our purpose is to encourage team participation in today’s course since information literacy development requires a partnership approach . It requires cooperation and collaboration between many sectors of your school community : Principals, Senior Management, School Library Personnel, Classroom teachers , ICT committees, Learning committees, Professional development committees to mention some of the key players. You are here as school representatives/ ambassadors who have come along to consolidate or extend your knowledge of IL so that you can take something concrete back to your school to bring others alongside. Eventually, through collaboration you can develop an IL programme to ensure that students are taught the skills they need to both survive and thrive in an ever-developing and ever- changing information landscape. We would encourage across-school sharing and interchange as I am sure you will learn as much from each other as you may learn from anything we have to say.
  • What Is Wrong With This Picture? Please make a list
  • Big Chart first Then Diff between shallow deep & profound Take one line and What could or does this look like in your classroom. When could you apply the various columns? Car / Mechanic Outcomes Motivation Means Motivation
  • Large Sheet - Inquiry Recession IN BooKs
  • why? Kidspiration
  • Pen Paper
  • why? Kidspiration
  • question
  • Brainstorm Sheet
  • Brainstorm Sheet Hansel & Gretel: Change the setting SCUMPS: Setting, Colour, Use, Methods, Position, Size Goldilocks: Do you think she was hungry or greedy or just poor?
  • Brainstorm Sheet
  • Brainstorm Sheet
  • Big Chart first Then Diff between shallow deep & profound Take one line and What could or does this look like in your classroom. Outcomes Motivation Means Motivation
  • Explain “Facilitator”
  • Teaching The Skills of Inquiry Before You Start In any Situation In Isolated Pockets They become your building blocks.
  • Brainstorm Sheet
  • Rolling out Inquiry into the school we have ERO to support the process. Model
  • Could have pens, paper, computer Why 7 ? (7 +/- 2) George Miller (psychologist) e.g. Phone numbers
  • Play Based

Planning Day June 2009 Planning Day June 2009 Presentation Transcript

  • 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?