Inquiry Learning Presentation 09
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Inquiry Learning Presentation 09 Inquiry Learning Presentation 09 Presentation Transcript

  • Inquiry Learning Real Learning
  • Outline …
    • Why Inquiry Learning?
    • What is Inquiry ? – SAUCE Model
    • Effective Questioning – Importance, Practical activity, Assessment Rubric
    • NCS 2009 Curriculum plan – Structure,
    • children’s examples
  • Bruce Hammonds says…
    • “ Children are born with an innate disposition to learn….”
    • What happens to this disposition as children get older ?
    • “ The answer (to student disengagement) is to build on the evolutionary dispositions that all students are born with and to create schools as ‘ communities of inquiry ’ to develop the talents and gifts of all students….”.
    • (Bruce Hammonds)
    • “ Schools need to be re-imagined as communities of inquiry based on students being actively involved in 'seeking, using and creating their own knowledge' .”
    • (Bruce Hammonds)
  • Could Inquiry Learning be an answer to student disengagement…?
  • NZ Curriculum identifies…
    • in its vision of what we want for our young people….
    • confident,
    • connected,
    • actively involved,
    • lifelong learners.
  • In the document’s Pedagogy section relating to Teacher actions to promote student learning
    • create a supportive learning environment
    • encourage reflective thought and action
    • enhance the relevance of new learning
    • facilitate shared learning
    • make connections to prior learning and experience
    • provide sufficient opportunities to learn
    • inquire into the teaching–learning relationship.
  • Key skills for successful life-long learners …
    • the development of research skills
    • the development and utilisation of higher order thinking skills
    • the fostering of innate curiosity and a positive attitude towards learning
  • Inquiry Learning provides ….
    • Student-centred learning
    • Thinking and research skills
    • Worthy problem, question, idea, conflict or issue
    • Authentic context
    • and carefully scaffolded learning opportunities.
  • Using the “SAUCE” Model…
  • Briefly… S - Setting the scene …provides context and involves initial interaction with the task and identification of prior knowledge.
    • A - Acquire … Acquiring
    • information (& validating it).
    • U – Use … Application of the knowledge in the context of the task.
    • C – Communicate … Presentation of the result
    • E – Evaluate … Evaluation of process.
  • Questioning…
    • The success of the process is dependent on efficiently acquiring the necessary information.
    • The quality of the questioning is pivotal
  • Questioning assessment…
    • Our aim was to monitor the development of effective questioning throughout the school.
    • In late 2007 we undertook baseline assessment of questioning skills using Trevor Bond’s Questioning Rubric.
    • This was repeated again in 2008.
  • ‘ Ineffective’ questioners…
    • Ask non-relevant questions which do not contain contextual key words or phrases
    • Write statements rather than questions.
    • So they do not get the information they are seeking.
  • ‘ Effective’ questioners…
    • identify what information they need,
    • write a range of relevant questions (3-7),
    • take the questions to a variety of appropriate sources (and validate it),
    • edit questions as necessary,
    • continue until they have the information they need.
  • Task ….
    • (From Kahikatea’s Term 1 unit on “Getting Along”)
    • Unit Key idea :
    • “ We build systems in order to achieve harmonious environments.”
    • One of our lines of Inquiry was looking at types of conflict.
  • “ We need to find out about types of conflict between groups of people in today’s world…” What questions can we ask that will help us find the information we need?
  • Questioning Rubric http://www.ictnz.com/Questioning/
  • Created statements rather than questions. 1 Any non-relevant question (does not contain contextual key words or phrases). 2 Asked a relevant yes/no/maybe question (is, can, does, could, may etc). 3 Used the Seven Servants and key words to write questions ( who, what, when, where, why, how, which). 4 Used the Seven Servants and relevant key words and phrases to create questions. 5 Used relevant synonyms to edit questions. 6 Used multiple question words to create a probing question when interviewing an “expert.” 7 http://www.ictnz.com/Questioning/ stage
  • 2007 baseline data…
    • indicated a high number of children writing non-relevant questions or statements rather than questions. (81%)
    • 7% of children asking questions at stage 5 and 6
  • 2008 data…
    • still indicated a high number of children writing non-relevant questions or statements rather than questions! WHY?
    • Overall data showed an increase in the highest levels of questioning skills used.
    • 11% of children asking questions at stage 5 and 6
    • Anecdotally teachers knew questioning skills had improved!
  • Possible reasons …
    • A large portion of questioning during the year for many topics involved interviewing where context of question is already established.
    • Inadequacies in the wording of the Scenario chosen for the assessment.
    • The way the scenario was marked required teachers to rate questions as stage 2 or less if contextual vocab wasn’t included in EACH question!
  • Lessons learnt …
    • Provide more robust scenario
    • Throughout topics allow for a wider variety of sources of information –intelligent (human) and non intelligent (computers/books).
    • Reinforce need for validation of information from a variety of sources.
  • Curriculum plan 2009
    • School wide plan
    • Covers 6 areas
    • Transdisciplinary planning – which can incorporate related ideas and concepts from different curriculum areas. (E.g. Social sciences/health/literacy)
    • Still incorporates a theme -“Citizenship is Everyone’s Business”
    • Incorporating a Human Rights focus to all units
  • 2009 Programme of Inquiry Learning An inquiry into the interconnectedness of human-made systems and communities; the structure and functions of organisations; societal decision making; economic activities and their impact on humankind and the environment. An inquiry into the nature of self beliefs and values: personal physical, mental, social and spiritual health: human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human Kahikatea Syndicate -Term 1 “ Getting Along” Key idea : We build systems in order to achieve harmonious environments. “ Rights respect and responsibilities” Key idea: Our lives are enhanced by actively respecting everyone’s rights and accepting our own responsibilities How we organise ourselves Who we are
  • Who we are Rich Task Create a presentation that reflects an understanding of Rights and Responsibilities from the class charter and show how these are related to UNCROC . Kahikatea Syndicate -Term 1 continued
    • Lines of Inquiry
    • Human Rights and Responsibility reflect needs not wants
    • We all have rights and related responsibilities in all situations in our lives
    Key Competencies Using language, symbols and text, Thinking, Participating and contributing. Relating to others, Managing Self
  • An inquiry into our orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between the interconnectedness of individuals and civilizations from local and global perspectives. An inquiry into the rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution. Term 2 (and part Term 3) “ Children’s rights” Key idea: We can identify and apply our knowledge of children’s rights to NCS. “ Endangered species” Key ideas : Humans impact on their environment. Living things have requirements in order to thrive. Where we are in time and place Sharing the Planet
  • Term 4 Term 3 An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and the environment. An inquiry into the ways in which we discover and express our ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. “ A Clean Stream” Key idea: We can use the Sciences to help us protect and improve our environment. “ Express yourself” Key ideas : People express ideas and opinions in many different ways How the world works How we express ourselves
  • Rich Task: As a group create a proposal for how our student council should be structured and elected so that it represents all children at NCS. From the proposals presented the children at NCS will be involved in a democratic process to decide on our new student council structure and election process. Key Competencies Using language, symbols and text, Thinking, Participating and contributing. Relating to others, Managing Self How we organise ourselves “ It’s our voice” Key Idea: As a member of a community we all have the right to be involved in the decision making process. Totara Syndicate -Term 1 An inquiry into the interconnectedness of human-made systems and communities; the structure and functions of organisations; societal decision making; economic activities and their impact on humankind and the environment.
  • How we organise ourselves/ “It’s our voice” Totara Syndicate -Term 1 continued
    • Lines of Inquiry:
    • The Student Council should represent all children at NCS.
    • The International Bill of Human Rights has influenced and
    • changed how communities work.
    • Organisations are structured in different ways.
    • Children have the right to have their opinions heard.
    • Communities need people to make decisions.
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