Before any collaborative unit of work it is important for the teaching team to meet and plan. Assessment for learning, in learning and of learning takes place seamlessly throughout and it is this aspect that many teachers find difficult to manage – assessment is constant. Usually there is no test or exam at the end. Basically it is a skills based unit of work where knowledge is built up naturally. It is the group work and sharing of knowledge that enables the whole class to gain understanding of the whole topic area. A program written to guide each Step of the process helps to support both teacher and students so we usually share the program. Decisions need to be made on how to work collaboratively and how to disseminate and collect scaffolds – this can be totally paper based or paper free – I have done both. The teaching team needs to decide on the final product and how students will share this. To get hold of suitable scaffolds and have the process explained in detail join the wiki mentioned on the slide.
In 2014 a Year 11 PDHPE unit was taught using Guided Inquiry. This is what the programme for the first two steps of this unit looked like. The teacher was very concerned that all preliminary content was covered so planning centred on this.
The first lesson consisted of preselected and compiled excerpts of videos on health issues using Clickview – issues ranging from obesity to drug abuse. Then there was the preliminary browsing of the large collection of Issues books and pdfs on the Library website. At this stage students were added to the Edmodo Class group and their Learning Scenario was delivered.
It’s important students are informed about the learning process and their assessment requirements at the beginning. Students were given a Summary of Learning tasks via the class Edmodo Group.
Our Group space on Edmodo began with one class group then students were added to small groups according to the topic area they selected.
Using pdfs on computers or the hardcopy ‘Issues’ books students began to immerse themselves in the topic. At this stage the first scaffold was issued through a folder of scaffolds on Edmodo – giving them structure and support for the whole topic background and their preference for a particular area to study.
Resources to go broad – not deep.
You can see here the support structure for the Immerse Step. While they read they summarised main points of interest to them. They finally decided on the one area for their personal focus. This topic area then was ‘explored’ further…
Using a scaffold again students read widely in the selected area and took notes which could be used later – keeping note of references began here.
This scaffold collects background for their topic area. At this stage the Inquiry Circles meet so their peers can have input into the area they are looking at and ask questions to guide their research and begin thinking of a research focus.
This step is where the students decide exactly what they want to investigate and compose a personal research question. More assistance is needed now than at any other time
Often we invite Special Needs teachers or plan the unit for when a student teacher can assist. Our Head of History also likes to assist in question formulation. Students write a question then using this scaffold of Blooms they manipulate it into a deeper question… or find themselves satisfied with what they wrote. The question differentiates the unit. Some students need to have a question at an even lower Blooms level and this can be done in consultation with the teacher. Inquiry Circles can also take part in collaborative question formulation.
Information from previous scaffolds can form part of this collection. At this stage students are reminded to also gather their Bibliography that has been attached to notes along the way.
Students wrote up their report or essay on their selected Issue.
The students submitted all scaffolds and… finally their report on Edmodo and they were marked online giving regular feedback.
The teacher decided this time to use a Hot Seat activity so he could take part in questioning to determine knowledge of HSC content, relating the issue to the specifics of the Curriculum.
Students gave a short summary of their topic relating it to the specific “Ottowa Charter” agreement that is required for their HSC content and invited questions from their peers.
At specific stages throughout this unit Survey Monkey questionnaires were completed to use for assessing their growth of knowledge and where support was needed. A final evaluative survey was given from which data can be used to analyse this unit of work and to plan any changes for another. This gives data for Action Research.
“I felt that the collaboration and health promotion and particularly the Ottowa Charter was helpful in allowing all students to give an opinion This final stage in which students reported on their findings was particularly fruitful with deeper level of discussion occurring than I had seen in Year 11 students at this point of the course.“
From a student who had used Guided Inquiry in Year 10: “I found this experience of Guided Inquiry to be significantly more engaging than my previous experience. As it had more precise deadlines and not as many scaffold. I loved the sharing process also.” The evaluation of students the previous year had been heeded and this time Inquiry Circles were used more and scaffolds collapsed – this was also because the students had experienced the process and needed less guidance.
Edmodo was used to deliver everything to the students. At one stage Paul wanted them to make sure they had included an aspect of the course in their topic area so he asked them to comment as a mini ‘assignment’.
Content is so much more important at HSC level. Because ultimately it is still exam based it is important for content to be learned. Paul managed to ensure this was covered and he speaks here about challenges he met.
Being a Preliminary HSC course the teacher was particularly keen to assess their learning accordingly. 2 min 31 sec
Being a Preliminary HSC course the teacher was particularly keen to assess their learning accordingly.
He made some other very interesting evaluative comments that can all be found on my library blog http://bacirc.edublogs.org
This infographic sums up the reason that our traditional pedagogy has to change. Instead of just concentrating on the bottom two - reading and listening to teachers - Guided Inquiry makes it possible to move right up into the 90% retention rate by students actively engaging and sharing their knowledge.
Guided Inquiry in the Senior Classroom - PDHPE Year 11, 2014
Guided Inquiry Unit 2014
Unit: Core 1 - Better Health for Individuals
What does health mean to individuals?
What influences the health of individuals?
What strategies help promote the health of
Paul Burns – Class Teacher
Alinda Sheerman – Teacher Librarian
Teaching team meets to plan.
• Programme of work following GI steps
• Assessment for learning, in learning and of learning
• Group work and sharing of knowledge enables the
whole class to gain understanding of the whole topic
• Decide on technology and learning platform: Wiki,
Step 1 OPEN
OPEN: Create a powerful ‘open’
that invites students to engage
in the inquiry topic.
Learning Scenario - Students
You have seen an overview of a couple of health issues as an introductory session.
You will now investigate, through Guided Inquiry, a health issue and relate it to an individual or group of
Select a person or group of people affected with a health issue
Pose an inquiry question
Form an Inquiry Circle with others who have similar questions/issues and discuss your initial findings.
Conduct research and write a report to answer your question:
Describe the issue, factors, strategies and actions that could promote a healthy change and finally write a
What health promotion approaches have been used previously in relation to your inquiry area.
How successful have these approaches been?
Do you think the principles of social justice been considered in previous health promotion strategies?
Explain why/ why not
In writing your report remember the SEXY acronym
S= State your argument
E= Explain your point
X= eXample to demonstrate
Share this conclusion with your Inquiry Circle
You will finally share your report findings on “The Hot Seat” relating your issue and
health program to the Ottowa Charter and encourage questions which you will
endeavour to answer.
Step 2 Immerse
IMMERSE: Students build their
background knowledge by immersion in
the content. Students reflect on the
content and select a topic for further