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Guided inquiry does it work


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Guided Inquiry is one of the keys to establishing the elusive collaboration that teacher librarians have been seeking for many years now. This presentation will essentially be an analysis of the learnings of a team of teachers and teacher librarians about Guided Inquiry as two inquiry units are planned, carried out and evaluated during 2011, with the aim of identifying what works and what doesn’t, and the organising principles behind Guided Inquiry, from the practitioners’ perspectives.

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Guided inquiry does it work

  1. 1. GUIDED INQUIRY DOES IT WORK? Lee FitzGerald, Loreto Kirribilli, Sydney
  2. 2. WHAT ARE THE ESSENTIALS OF A GUIDED INQUIRY?• Collaboration• Open enquiry• Reflection• Feedback• Interventions• Deep learning• Information Search Process• Evidence based practice.
  3. 3. COLLABORATIONTeams of teachers and TLs:• create the GI unit of work• plan its workflow• reflect and make changes on the hop• provide ongoing feedback to students• co-mark the product, and include process as part of the grade• reflect on their own process.
  5. 5. EACH STUDENT HAS OWN WIKI PAGE Lucy C – Cannibalism ! –
  7. 7. JOURNAL – KATE/LUMUMBARELIEF!!!!!I was up until 1:30am last night finishingoff the investigation and editing, refiningmy essay and completing the footnotesand the annotated note-taking grid.
  8. 8. OPEN INQUIRY• Students choose any area within the constraints of the Modern and Ancient History syllabuses.• Area of choice clearly spelt out to students.• Choosing my topic scaffold
  9. 9. DEVELOPMENT OF OWN INQUIRY QUESTIONDifficult for most students.• Some start too broad• Topic may have too much written about it• Or too little written about• Or may not be quite historical in nature.
  10. 10. JUST RIGHT QUESTIONS!Questions worked well when:• the information available was not overload or underload• the enquiry was narrowed by dates, or other limitations• there was a clearly historical question, not overlapping with mythology or literature.
  11. 11. A SELECTION OF OUR MODERN HISTORY QUESTIONSHigh rangeWho Murdered Lumumba?: An Investigation into theMystery of Congo Politics in the early 1960’s. Kate –perfect marksMid rangeAssess the Jurys role in the OJ Simpson criminal case.AdrienneLow rangeWho was responsible for the failed attempt to savethe hostages in the 1972 Munich Massacre? Maddie
  12. 12. A SELECTION OF OUR ANCIENT HISTORY QUESTIONS.High rangeAssess the immediate impact of the Battle ofMarathon and its lasting significance to history.AshleighMid rangeAssess the different perspectives of the relationshipbetween Mark Antony and Cleopatra. RomyLow rangeWhy has the legend of King Arthur had an ongoingappeal? Jess
  13. 13. INFORMATION SEARCH PROCESS• Research River analogy• Different kinds of searching for different stage of ISP• Observation showed students in stages of the ISP• The Dip.
  14. 14. SOPHIE H ON ISP – ATLANTIS TOP MARK IN ANCIENTI really feel I made the right decision in selecting Atlantisnot only because it managed to maintain my interestacross the whole course of the investigation but because ithas so much mystery and associated with it, and anaccompanying wealth of knowledge.I was quite excited in the initial stages of the process,gathering general information on my topic but got a littleoverwhelmed at what appeared to be an endless streamof information on Atlantis.
  15. 15. AMELIA ON ISP – GEORGETOWN MASSACREI had a lot of trouble trying to find an appropriatetopic area , and then the Jonestown Massacregrabbed my attention! It was just so interesting!I enjoyed the collection of information on this topic.Putting all my sources together was a really greatstage where I was able to think as a historian and putall the evidence that I had learned into someconclusions of my own.
  16. 16. EMMA W ON ISP: SCYTHIANSINITIATION - I was at first apprehensive when thethought of a big history essay came to mind(essays are never my strong point) but I gotexcited when I was choosing what topic I wantedto pursue.SELECTION – I was excited to get going but had atleast 50 topics I wanted to include, but finally Inarrowed it down and decided that I wanted tofocus my question on the ice maiden of Siberia.
  17. 17. REFLECTION AND FEEDBACKStudents to us:• Reflection sheets• Journal entries• Comment function on wiki• Interviews.Us to students:• Feedback from above continuously through process• Diary of process• Formal interventions, one on one interventions, dictated by need.
  18. 18. REFLECTION FROM OUR SIDE: T/TL DIARYMay 25: good class – kids getting on well. Feelinginundated with the amount of work involved inresponding to all. It took me nearly all day to respondto Reflection sheet 2 and notetaking grid.Think I need to do a better job at teaching them tosearch the databases, as they are just not finding thegood stuff on Questia, History Study Centre, HistoryReference Centre and on State library databases.
  19. 19. USING GI FOR EVIDENCE-BASED PRACTICE• SLIM (School Library Impact Measurement) Toolkit• Too much reflection!• Case study approach, but certainly demonstrates that Guided Inquiry does work.
  20. 20. JESS P: ARTHURIAN LEGENDS So glad its finally over! Such an experience that is well and truly aone time only experience that I would like to experience!Thank you so much to both Ms Bleby and Ms Fitzgerald! Youre the best!!!
  22. 22. DOES IT WORK?Of course it does!Works for students –• Better research product• High interest and engagement• Reflection on their own process of learning• Research skills.Works for teachers –• Close engagement with learning process of students• Benefits of collaborating with TLWorks for TLs –• Raises teaching profile in the school• Allows you into the inquiry process of individual students and to help them through it.
  23. 23. BUT IT’S HARD WORK!• Thank you, Ross Todd!