Tute 3

Show and Tell
Who has something to share?

Learnings
What have you learnt from the lecture
and readings?

What is inquiry-based learning?
• Combines with a problem-based approach
to discovering the past, present and future
• Starts with students’ prior knowledge
• Not a new concept (as early as 1700s!!)
but met with great resistance.
• Vygotsky’s (1896-1934) work was seen as
an alternative to teacher-dominated
practices
• Furthered by Dewey, Piaget and more
recently Bruner and Bloom.Katherine Main, 2011

Beware of false dichotomies...
Inquiry based learning (all good) –v- teacher
directed learning (all bad)
Katherine Main, 2011

Caution..
Inquiry based learning is not just about
sending a group of students off to the library
to ‘research’, nor is it just about asking them
to ‘do a Google’, or to cut and paste a
Wikipedia entry
YOU need to GUIDE students through the
process.

Research has shown
• ‘Minimally guided instruction is less effective
and less efficient than instructional
approaches that place a strong emphasis on
guidance of the student learning processes’.
• Students should not merely be left to their
own devices, nor should they be so carefully
guided by a teacher’s directions that the
inquiry process is little more than a
mechanical filling in of gaps in either a real or
a figurative worksheet.

Good practice
....uses restrained and knowledgeable teacher
guidance while simultaneously encouraging
individual student initiatives.
Also,
Knowledge is not divided into subjects and you
cannot properly learning any one thing by
separating it from all other things…

Teaching late primary and
adolescent students..
• Assume a fixed past but frequently
question authoritative narratives on topics
such as UFOs and conspiracy theories.
• This natural scepticism should be
successfully developed by the teacher
who guides students away from the
authoritative view and idle speculation
based on suspect evidence and turn them
more towards a forensic, historical
approach.

How do you..
• Overcome the unquestioning student?
• Disbelieving student?
• Focus the events/topic under investigation
as a major question and as a problem to
be resolved rather than just outlining the
task as a straightforward assignment –
through an INQUIRY APPROACH

Inquiry Approaches
• A number of different approaches that
follow a general sequence of phases that
includes
– framing and focusing questions;
– locating, organising and analysing evidence;
– evaluating, synthesising and reporting
conclusions;
– possibly taking action of some sort;
– reconsidering consequences and outcomes of
each of the above phases.Katherine Main, 2011

Inquiry models
SOSE Syllabus
broad phases of
inquiry
Marsh TELSTAR* Action Research* Integrating
Socially*
Framing and focusing
questions
Tuning In Tune in Identify the
problem/issue
Tuning in
Deciding
directions
Explore Preparing to
find out
Locating, organising and
analysing evidence
Organising
ourselves
Look Investigate the
problem/issue
Finding out
Finding out Sort Evaluate data Sorting out
Evaluating, synthesising
and reporting
conclusions
Sorting out Test List possible actions Going further
Drawing
conclusions
Predict outcomes Making
connections
Select the best
action
Possibly taking action of
some sort
Considering
social actions
Act Implement the
action
Taking action
Reconsidering
consequences and
outcomes of each of the
above phases
Reflection
and
evaluation
Reflect Evaluate the action

Marsh’s Model
Phase 1 - Tuning in
– Identifying and defining the issue
• Generate interest
• Establish current knowledge
• Draw on past experiences
• Identify possible aspects for investigating

Phase 2: Deciding directions
Deciding directions
Formulation of hypotheses
– Choosing a focus
– Extending the scope
– Identifying and refining questions

Phase 3: Organising ourselves
Closely linked to the to the Deciding
Directions phase – it is about organising
and refining the direction the inquiry is to
take.

Phase 4: Finding out
• Collecting information – researching using
a range of strategies including
• Excursions
• Guest speakers
• Surveys and interviews
• Film, literature and music
• Magazines, newspapers, books, articles
• Conducting experiments
• Collecting and analysing statistics, maps and
charts
• Evaluating primary sources, case studies etc

Phase 5: Sorting out
• This involves analysing the data and
refining the issues
– Organising and presenting data
– Forming or modifying concepts through
classification strategies
– Comparing and contrasting findings
– Discussing the issue and hypotheses
– evaluating

Phase 6: Drawing conclusions
• Students should express their
understandings and communicate them to
others, though
– Interpreting information
– Developing and modifying generalisations
– Explaining similarities and differences
– Establishing connections
– Confirming, rejecting or modifying hypotheses
and predictions
– Reformulating propositions

Phase 7: Considering social action
• Social action requires students to be
active in decision making during their
inquiry and at its conclusion. This involves:
– Identifying action that could be an outcome of
the inquiry
– Implementing, if appropriate

Phase 8: Reflection and Evaluation
• What should be done about this?
• Where to from here?
• Do we need to start the cycle of inquiry
over from this point?

Marsh’s Model
Phase 1 - Tuning in
– Identifying and defining the issue
Choose a topic...
Australia and the world
Environmental sustainability
(teacher led)

Phase 2: Deciding directions
Deciding directions
Formulation of hypotheses
– Choosing a focus
• What does the “environment” mean?
• What does “sustainability” mean?
• Whose responsibility is it?
• What can we do?
(teacher led – student led)

Phase 3: Organising ourselves
Taking on environmental sustainability
(TOES): Is there a better alternative to
carbon trading to protect the planet?

Phase 7: Considering social action
• Social action requires students to be
active in decision making during their
inquiry and at its conclusion. This involves:
– What social action could be taken?

• Characteristics of Marsh’s inquiry model
The main purposes involved in developing and implementing Marsh’s inquiry model, are as
follows:
• It aims to promote higher order thinking;
• It moves through stages from simple to more complex thinking processes;
The characteristics of each stage of Marsh’s model are shown below:
• in the Tuning, Deciding Directions, Organising Ourselves, and Finding Out stages:
• activities initiate inquiry and consider the nature and scope of the study
• basic factual information is gathered
• teacher questions are lower order, often closed, numerous
• less complex thinking processes are required e.g. recall, comprehension.
In the Sorting Out and Drawing Conclusions stages:
• activities bring facts together into relationships that are illustrated in practical, visual and/or
concrete ways
• teacher questions are of increasing difficulty, but fewer. They enable students to explain
understanding (Lower order and higher order concepts and generalisations)
• more complex thinking processes are called for, e.g. comparing, contrasting, categorising,
inferring, synthesising, generalising.
In the Considering Social Action stage:
• activities ask students to use their understandings in changed or new settings
• teacher questions are fewer, but they call for very complex thinking processes and
explanations, e.g. hypothesising, predicting, evaluating.
In the Evaluation and Reflect stage:
• activities ask students to review their understanding and the process through which it has
developed and been applied.
• teacher questions are more procedural in style and purpose, stimulating and prompting
students to reflect effectively on their understanding and how it was developed.

The Three Levels of Knowledge
• Facts
• Concepts
• Generalisations
(See handout)
Importance of Questioning
(See handout)

Selecting Essential Learnings &
ACARA K&Us
• Don’t try and find “content specific” ELs –
they are not there for many of the topics;
• Select the parts that you are going to
explicitly teach and assess
• Go for depth rather than breadth –
remember more is not always better.

YOUR ASSESSMENT
• Task One: Research Project 30%
• Task Two: Group Presentation 30%
• Task Three: Exam 40%
• Look at the Marsh Model document/
exemplar to help you.

Task One: Research Project
• 1. Choose a topic from the provided list.
• 2. Design a lesson using Marsh's Model of Inquiry
Learning to show how you would teach that topic to an
Upper Primary Class. It may be used in your
presentation and so plan it using a higher order thinking
strategy.
• 3. Write an 1800 word rationale. Your research will
clearly and concisely be structured on Marsh's 8 steps.
You should address only one or two questions (or dot
points) in each of Marsh's columns for his 8 steps.
Prepare your written research project using Marsh's
headings of his 8 steps. You must also reflect on the
value of using an inquiry model in the teaching of social
science.

Extra Elaboration
• The phases of the inquiry are not aligned to individual lessons. For example,
in the finding out stage, you may do three or four lessons and so students
need to respond to a couple of the questions in each phase of the inquiry as
well as give a couple of examples of learning/teaching activities that they
would expect to cover in that phase. We want you to be able to clearly see
the way that an inquiry model drives a unit and how each phase has a
distinct purpose that can be directed through lessons.
• Essay should at some point respond to the 2 questions from that phase of
the inquiry model using the context/content of your chosen topic and then a
couple of dot points explaining learning/teaching activities that you would
do. We need to see you engage in the content - we actually want you to
learn about at least one of the areas in-depth. Phase 8 of the inquiry has
been turned into a reflection on the value of teaching SOSE through
inquiry/HOT/constructivist models - it should be about 600 words and so
needs to draw on literature and relate to their topic as well. Linking it all
together is important.

Task Two: Presentation
• 1. Choose a topic and design a 30 minute lesson
• In groups, prepare and deliver a 30 minute SOSE
lesson. In this Presentation, you will deliver ONE
learning activity that you would implement in SOSE in
the Primary School. Select and model teaching
strategies that are appropriate to the development of the
key concepts or values.
2. Annotated bibliography: You will also select and evaluate
a range of teaching resources (books, videos, teaching
kit, web sites, CD-Rom programs, etc) to support
facilitation of the Workshop.

Let’s Plan!
• WOWs
• • collect and analyse information and evidence from
primary and secondary sources
• • evaluate sources of information and evidence for
relevance, reliability, origins and perspective
• • draw conclusions and make decisions based on
information and evidence by identifying patterns
• and connections
• • communicate descriptions, decisions and conclusions,
using different text types for specific
• purposes and the conventions of research-based texts
• • respond to investigation findings and conclusions by
planning and implementing actions

K&U- Time, Continuity & Change
Australia’s relationship with its Asian and
Pacific neighbours is linked to events over
a range of time periods, including events
associated with the “White Australia”
policy, refugees and immigration, free-
trade agreements and military alliances.

What to do!
• 1. Select outcomes
• 2. Choose a context for learning (TOPIC)
• ( RESEARCH RESOURCES & TALK)
• 3. Make explicit what Ss. need to know and do
• 4. Select strategies to ensure consistency of teacher
judgement.
• 5. Design Assessment (what/how)
• 6. Identify how, when and where judgements will be
made and when progress will be reported on.
• 7.Select and sequence learning activities for individual
students.
• 8. Teach
• 9. Gather and record data via Assessment.

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